Patrick Ibbotson
Biographic Data
| ID | 6154950 |
|---|---|
| NAME | Patrick Ibbotson |
| GIVEN NAMES | Patrick |
| FAMILY NAME | Ibbotson |
| SIGNATURE | IBBOTSON P |
| AFFILIATIONS | University of Ulster |
| ORCID | 0000-0002-4389-5831 |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 9 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 1 |
Boundary spanning as identity work in university business engagement roles
The study explores how boundary-spanning is carried out to further community engagement in 15 universities of differing sizes/ages across the United Kingdom. Fifteen interviewees participated in a series of four semi-structured interviews, aged between 35–50 and with a first degree (with almost half with an MSc). One third were women. All managed their own teams and felt these were their base in negotiating difficult internal territory.. Here, bo…
Using Projective Techniques in Education Research
Projective techniques are unusual and often intriguing for respondents to complete, permitting them to express thoughts and feelings which can be difficult to access by direct and structured questioning. This is achieved by presenting respondents with ambiguous verbal or visual stimulus materials, such as bubble cartoons, which they need to make sense of by drawing from their own experiences, thoughts, feelings and imagination before they can off…
Using Projective Techniques in Education Research
Projective techniques are unusual and often intriguing for respondents to complete, permitting them to express thoughts and feelings which can be difficult to access by direct and structured questioning. This is achieved by presenting respondents with ambiguous verbal or visual stimulus materials, such as bubble cartoons, which they need to make sense of by drawing from their own experiences, thoughts, feelings and imagination before they can off…
Using Projective Techniques in Education Research
Projective techniques are unusual and often intriguing for respondents to complete, permitting them to express thoughts and feelings which can be difficult to access by direct and structured questioning. This is achieved by presenting respondents with ambiguous verbal or visual stimulus materials, such as bubble cartoons, which they need to make sense of by drawing from their own experiences, thoughts, feelings and imagination before they can off…
Boundary spanning as identity work in university business engagement roles
The study explores how boundary-spanning is carried out to further community engagement in 15 universities of differing sizes/ages across the United Kingdom. Fifteen interviewees participated in a series of four semi-structured interviews, aged between 35–50 and with a first degree (with almost half with an MSc). One third were women. All managed their own teams and felt these were their base in negotiating difficult internal territory.. Here, bo…
Pedagogy (2 works) · Sociology (2 works) · Aesthetics (1 work) · Art (1 work) · Art Education and Development (1 work) · Boundary spanning (1 work) · Creativity in Education and Neuroscience (1 work) · Educational research (1 work) · Engineering (1 work) · Higher education (1 work)