Emma L Peasland
Biographic Data
| ID | 6467617 |
|---|---|
| NAME | Emma L Peasland |
| GIVEN NAMES | Emma L |
| FAMILY NAME | Peasland |
| SIGNATURE | PEASLAND E L |
| AFFILIATIONS | University of Hull |
| ORCID | 0000-0002-3001-5671 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
“How Did You Get the Change to Stick?”—exploring a Change Process in a UK University Via Co-evolution
This conceptual paper considers change processes in universities via a reflexive account of a case of the transformation of welcome, induction and transition (WIT) provision at a large UK university to support student orientation, undertaken in response to the COVID-19 pandemic. The paper presents a narrative from the perspective of co-evolution, an approach developed in natural science but applicable to large, complex institutional settings, cha…
Student employability enhancement through fieldwork
Fieldwork provides opportunities for students to develop employability-enhancing transferable skills as well as technical, disciplinespecific skills and disciplinary knowledge. However, the extent to which staff purposely plan transferable skills outcomes of field courses, and, therefore, whether they are communicated to students is unknown. We investigated whether staff intentionally plan transferable skills development opportunities into fieldw…
Why do some students opt out of fieldwork? Using expectancy-value theory to explore the hidden voices of non-participants
Fieldwork is an important part of higher education programmes in geography, geology, environmental sciences and biosciences because it offers opportunities to enhance graduate employability alongside pedagogical and social benefits. However, not all students choose to participate in fieldwork and the reasons that some opt out are unknown. We used the expectancy-value theory of motivation to investigate why some students opt out of fieldwork. Data…
Student employability enhancement through fieldwork
Fieldwork provides opportunities for students to develop employability-enhancing transferable skills as well as technical, disciplinespecific skills and disciplinary knowledge. However, the extent to which staff purposely plan transferable skills outcomes of field courses, and, therefore, whether they are communicated to students is unknown. We investigated whether staff intentionally plan transferable skills development opportunities into fieldw…
Why do some students opt out of fieldwork? Using expectancy-value theory to explore the hidden voices of non-participants
Fieldwork is an important part of higher education programmes in geography, geology, environmental sciences and biosciences because it offers opportunities to enhance graduate employability alongside pedagogical and social benefits. However, not all students choose to participate in fieldwork and the reasons that some opt out are unknown. We used the expectancy-value theory of motivation to investigate why some students opt out of fieldwork. Data…
Student employability enhancement through fieldwork
Fieldwork provides opportunities for students to develop employability-enhancing transferable skills as well as technical, disciplinespecific skills and disciplinary knowledge. However, the extent to which staff purposely plan transferable skills outcomes of field courses, and, therefore, whether they are communicated to students is unknown. We investigated whether staff intentionally plan transferable skills development opportunities into fieldw…
“How Did You Get the Change to Stick?”—exploring a Change Process in a UK University Via Co-evolution
This conceptual paper considers change processes in universities via a reflexive account of a case of the transformation of welcome, induction and transition (WIT) provision at a large UK university to support student orientation, undertaken in response to the COVID-19 pandemic. The paper presents a narrative from the perspective of co-evolution, an approach developed in natural science but applicable to large, complex institutional settings, cha…
Higher education (3 works) · Employability (2 works) · Geography Education and Pedagogy (2 works) · Pedagogy (2 works) · Political science (2 works) · Psychology (2 works) · Sociology (2 works) · Curriculum (1 work) · Discipline (1 work) · Educational Leadership and Innovation (1 work)