Mark Huxham
Biographic Data
| ID | 6019250 |
|---|---|
| NAME | Mark Huxham |
| GIVEN NAMES | Mark |
| FAMILY NAME | Huxham |
| SIGNATURE | HUXHAM M |
| AFFILIATIONS | Edinburgh Napier University |
| ORCID | 0000-0001-7877-6675 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 31 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Blue Carbon Ecosystems in Malaysia – Status, Threats, and the Way Forward for Research and Policy
Malaysia hosts some of the most productive blue carbon ecosystems globally. Here we review the status of and known threats faced by local mangroves and seagrass and examine conservation prospects using carbon financing. Based on lessons learnt from blue carbon projects worldwide, Malaysia needs to address governance and financing hurdles that include clarifying land tenureship, ensuring local community involvement and benefits, and obtaining sust…
Rawls in the mangrove: Perceptions of justice in nature‐based solutions projects
Adapting to and mitigating against climate change requires the protection and expansion of natural carbon sinks, especially ecosystems with exceptional carbon density such as mangrove forests (an example of ‘blue carbon’). Projects that do this are called ‘nature‐based solutions’ (NbS). International norms regulating NbS stipulate the importance of justice, in contrast with some of the history and practice in wider conservation. However, what jus…
Integrating blue: How do we make nationally determined contributions work for both blue carbon and local coastal communities
Blue Carbon Ecosystems (BCEs) help mitigate and adapt to climate change but their integration into policy, such as Nationally Determined Contributions (NDCs), remains underdeveloped. Most BCE conservation requires community engagement, hence community-scale projects must be nested within the implementation of NDCs without compromising livelihoods or social justice. Thirty-three experts, drawn from academia, project development and policy, each de…
A question of standards: Adapting carbon and other PES markets to work for community seagrass conservation
How does governance mediate links between ecosystem services and poverty alleviation? Results from a systematic mapping and thematic synthesis of literature
Multiple impact pathways of the 2015–2016 El Niño in coastal Kenya
The 2015–2016 El Niño had large impacts globally. The effects were not as great as anticipated in Kenya, however, leading some commentators to call it a ‘non-event’. Our study uses a novel combination of participatory Climate Vulnerability and Capacity Analysis tools, and new and existing social and biophysical data, to analyse vulnerability to, and the multidimensional impacts of, the 2015–2016 El Niño episode in southern coastal Kenya. Using a …
‘Observation has set in’: Comparing students and peers as reviewers of teaching
Peer review is a powerful method to enhance teaching in higher education. Peers, however, may not be the most relevant people in evaluating teaching success; as the most important stakeholders in learning, students’ evaluations need to be heard. Whilst some efforts to capture ‘the student voice’ are simplistic and may foster consumerist approaches, adopting ‘radical collegiality’ towards students may provide the benefits of peer review whilst avo…
From Shiny Shoes to Muddy Reality: Understanding How Meso-State Actors Negotiate the Implementation Gap in Participatory Forest Management
Recent research on participatory forest management (PFM) in the global south has highlighted the existence of a widespread “implementation gap” between the ambitious intent enshrined in legislation and the often partial, disappointing rollout of devolved forest governance on the ground. Here, through an ethnographic case study of forest officers (FOs) in Kenya, we draw on a framework of critical institutionalism to examine how key meso-level acto…
Turning the Tide: How Blue Carbon and Payments for Ecosystem Services (PES) Might Help Save Mangrove Forests
No longer exempt from good practice: Using exemplars to close the feedback gap for exams
In this paper, we discuss the anomaly between the increasing interest in feedback in current education research, the continued role of time-limited, unseen examinations as a form of assessment and the dearth of literature on feedback related to such exams. We argue that while exams have long been regarded as different from other forms of assessment, it is not justifiable to exempt them from the good practice that can, and does, inform these other…
Oral versus written assessments: A test of student performance and attitudes
Student performance in and attitudes towards oral and written assessments were compared using quantitative and qualitative methods. Two separate cohorts of students were examined. The first larger cohort of students (n = 99) was randomly divided into ‘oral’ and ‘written’ groups, and the marks that they achieved in the same biology questions were compared. Students in the second smaller cohort (n = 29) were all examined using both written and oral…
Collecting student feedback: A comparison of questionnaire and other methods
A study was conducted comparing the feedback received from students about teaching obtained using different instruments. Twelve first‐ and second‐year undergraduate modules were selected from seven different schools within a single university. Students studying each module were allocated to ‘questionnaire’ and ‘comparator’ groups. ‘Questionnaire’ students completed the standard end‐of‐module questionnaire, whilst ‘comparator’ groups evaluated the…
Fast and effective feedback: Are model answers the answer
Feedback to students is essential for effective learning, but there is little empirical information on what kind of feedback is best. This study compares student responses and performance after receiving two types of feedback, that provided by model answers and that provided by personal comments. In 2004 and 2005, a total of 183 students in first and honours years biology courses were provided with both types of feedback, and their perceptions an…
From Shiny Shoes to Muddy Reality: Understanding How Meso-State Actors Negotiate the Implementation Gap in Participatory Forest Management
Recent research on participatory forest management (PFM) in the global south has highlighted the existence of a widespread “implementation gap” between the ambitious intent enshrined in legislation and the often partial, disappointing rollout of devolved forest governance on the ground. Here, through an ethnographic case study of forest officers (FOs) in Kenya, we draw on a framework of critical institutionalism to examine how key meso-level acto…
Turning the Tide: How Blue Carbon and Payments for Ecosystem Services (PES) Might Help Save Mangrove Forests
How does governance mediate links between ecosystem services and poverty alleviation? Results from a systematic mapping and thematic synthesis of literature
Integrating blue: How do we make nationally determined contributions work for both blue carbon and local coastal communities
Blue Carbon Ecosystems (BCEs) help mitigate and adapt to climate change but their integration into policy, such as Nationally Determined Contributions (NDCs), remains underdeveloped. Most BCE conservation requires community engagement, hence community-scale projects must be nested within the implementation of NDCs without compromising livelihoods or social justice. Thirty-three experts, drawn from academia, project development and policy, each de…
Multiple impact pathways of the 2015–2016 El Niño in coastal Kenya
The 2015–2016 El Niño had large impacts globally. The effects were not as great as anticipated in Kenya, however, leading some commentators to call it a ‘non-event’. Our study uses a novel combination of participatory Climate Vulnerability and Capacity Analysis tools, and new and existing social and biophysical data, to analyse vulnerability to, and the multidimensional impacts of, the 2015–2016 El Niño episode in southern coastal Kenya. Using a …
Fast and effective feedback: Are model answers the answer
Feedback to students is essential for effective learning, but there is little empirical information on what kind of feedback is best. This study compares student responses and performance after receiving two types of feedback, that provided by model answers and that provided by personal comments. In 2004 and 2005, a total of 183 students in first and honours years biology courses were provided with both types of feedback, and their perceptions an…
Collecting student feedback: A comparison of questionnaire and other methods
A study was conducted comparing the feedback received from students about teaching obtained using different instruments. Twelve first‐ and second‐year undergraduate modules were selected from seven different schools within a single university. Students studying each module were allocated to ‘questionnaire’ and ‘comparator’ groups. ‘Questionnaire’ students completed the standard end‐of‐module questionnaire, whilst ‘comparator’ groups evaluated the…
Oral versus written assessments: A test of student performance and attitudes
Student performance in and attitudes towards oral and written assessments were compared using quantitative and qualitative methods. Two separate cohorts of students were examined. The first larger cohort of students (n = 99) was randomly divided into ‘oral’ and ‘written’ groups, and the marks that they achieved in the same biology questions were compared. Students in the second smaller cohort (n = 29) were all examined using both written and oral…
No longer exempt from good practice: Using exemplars to close the feedback gap for exams
In this paper, we discuss the anomaly between the increasing interest in feedback in current education research, the continued role of time-limited, unseen examinations as a form of assessment and the dearth of literature on feedback related to such exams. We argue that while exams have long been regarded as different from other forms of assessment, it is not justifiable to exempt them from the good practice that can, and does, inform these other…
Turning the Tide: How Blue Carbon and Payments for Ecosystem Services (PES) Might Help Save Mangrove Forests
‘Observation has set in’: Comparing students and peers as reviewers of teaching
Peer review is a powerful method to enhance teaching in higher education. Peers, however, may not be the most relevant people in evaluating teaching success; as the most important stakeholders in learning, students’ evaluations need to be heard. Whilst some efforts to capture ‘the student voice’ are simplistic and may foster consumerist approaches, adopting ‘radical collegiality’ towards students may provide the benefits of peer review whilst avo…
From Shiny Shoes to Muddy Reality: Understanding How Meso-State Actors Negotiate the Implementation Gap in Participatory Forest Management
Recent research on participatory forest management (PFM) in the global south has highlighted the existence of a widespread “implementation gap” between the ambitious intent enshrined in legislation and the often partial, disappointing rollout of devolved forest governance on the ground. Here, through an ethnographic case study of forest officers (FOs) in Kenya, we draw on a framework of critical institutionalism to examine how key meso-level acto…
A question of standards: Adapting carbon and other PES markets to work for community seagrass conservation
How does governance mediate links between ecosystem services and poverty alleviation? Results from a systematic mapping and thematic synthesis of literature
Multiple impact pathways of the 2015–2016 El Niño in coastal Kenya
The 2015–2016 El Niño had large impacts globally. The effects were not as great as anticipated in Kenya, however, leading some commentators to call it a ‘non-event’. Our study uses a novel combination of participatory Climate Vulnerability and Capacity Analysis tools, and new and existing social and biophysical data, to analyse vulnerability to, and the multidimensional impacts of, the 2015–2016 El Niño episode in southern coastal Kenya. Using a …
Integrating blue: How do we make nationally determined contributions work for both blue carbon and local coastal communities
Blue Carbon Ecosystems (BCEs) help mitigate and adapt to climate change but their integration into policy, such as Nationally Determined Contributions (NDCs), remains underdeveloped. Most BCE conservation requires community engagement, hence community-scale projects must be nested within the implementation of NDCs without compromising livelihoods or social justice. Thirty-three experts, drawn from academia, project development and policy, each de…
Rawls in the mangrove: Perceptions of justice in nature‐based solutions projects
Adapting to and mitigating against climate change requires the protection and expansion of natural carbon sinks, especially ecosystems with exceptional carbon density such as mangrove forests (an example of ‘blue carbon’). Projects that do this are called ‘nature‐based solutions’ (NbS). International norms regulating NbS stipulate the importance of justice, in contrast with some of the history and practice in wider conservation. However, what jus…
Blue Carbon Ecosystems in Malaysia – Status, Threats, and the Way Forward for Research and Policy
Malaysia hosts some of the most productive blue carbon ecosystems globally. Here we review the status of and known threats faced by local mangroves and seagrass and examine conservation prospects using carbon financing. Based on lessons learnt from blue carbon projects worldwide, Malaysia needs to address governance and financing hurdles that include clarifying land tenureship, ensuring local community involvement and benefits, and obtaining sust…
Economics (7 works) · Business (6 works) · Ecology (6 works) · Environmental resource management (5 works) · Evaluation of Teaching Practices (5 works) · Mathematics education (5 works) · Psychology (5 works) · Sociology (5 works) · Coastal and Marine Management (4 works) · Conservation, Biodiversity, and Resource Management (4 works)