Mike Mimirinis
Biographic Data
| ID | 939496 |
|---|---|
| NAME | Mike Mimirinis |
| GIVEN NAMES | Mike |
| FAMILY NAME | Mimirinis |
| SIGNATURE | MIMIRINIS M |
| AFFILIATIONS | University of West London |
| ORCID | 0000-0003-1835-9348 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Meaning and structure in Black students' ways of experiencing academic achievement
Historically White universities in Britain have a long history of misrecognizing the experiences of Black students and rendering their struggles and aspirations a matter of scrutiny. More recently an intense higher education policy focus has been placed on addressing outcome differentials between various ethnoracial groups. Little however is known about how minoritised groups of students experience and understand academic achievement. In our phen…
Variation in Black students’ conceptions of academic support
The persistence of degree‐awarding gaps and anti‐Black racism warrant an exploration of the quality and effectiveness of academic support offered to Black undergraduate students in British higher education, and how such support is perceived by students. Our phenomenographic study found that Black students’ conceptions of academic support range from broad expectations of help with their studies to more advanced understandings of their own agency a…
Phenomenographic Approaches in Research About Nursing
We propose that phenomenography is well-suited to research about nursing, given its focus on identifying variation in individuals' experiences, and inclusion of diverse voices and perspectives. Phenomenography explores qualitatively different ways in which a group of people experience a phenomenon, often using semi-structured interviews. The use of phenomenography is especially relevant in research about nursing which provides accounts of the exp…
What do undergraduate students understand by excellent teaching
This article explores undergraduate students’ conceptions of what constitutes excellent teaching. The analysis of semi-structured interviews with students at two English universities yields five qualitatively different conceptions of excellent teaching. In contrast to the current intense policy focus on outcome factors (e.g., graduate employability), students predominantly discern process factors as conducive to excellent teaching: how the subjec…
Variation in education doctoral students’ conceptions of university teaching
The development of doctoral students as university teachers has received substantially less attention compared with their development as researchers, with a similar deficit extending to research on how they experience and understand university teaching. This article reports the results of a phenomenographic study of education doctoral students’ conceptions of teaching in higher education. Using samples from two education departments in England an…
Qualitative differences in academics’ conceptions of e-assessment
The paper reports the results of a phenomenographic study on academics’ conceptions of e-assessment. A cohort of 21 academics from 17 disciplines participated in semi-structured interviews exploring their experiences of using web-based technologies for formative and summative assessment purposes. Through iterative analysis of the interview transcripts, the study identified four qualitatively different ways in which academic teachers understand e-…
Variation in education doctoral students’ conceptions of university teaching
The development of doctoral students as university teachers has received substantially less attention compared with their development as researchers, with a similar deficit extending to research on how they experience and understand university teaching. This article reports the results of a phenomenographic study of education doctoral students’ conceptions of teaching in higher education. Using samples from two education departments in England an…
Variation in Black students’ conceptions of academic support
The persistence of degree‐awarding gaps and anti‐Black racism warrant an exploration of the quality and effectiveness of academic support offered to Black undergraduate students in British higher education, and how such support is perceived by students. Our phenomenographic study found that Black students’ conceptions of academic support range from broad expectations of help with their studies to more advanced understandings of their own agency a…
Qualitative differences in academics’ conceptions of e-assessment
The paper reports the results of a phenomenographic study on academics’ conceptions of e-assessment. A cohort of 21 academics from 17 disciplines participated in semi-structured interviews exploring their experiences of using web-based technologies for formative and summative assessment purposes. Through iterative analysis of the interview transcripts, the study identified four qualitatively different ways in which academic teachers understand e-…
Variation in education doctoral students’ conceptions of university teaching
The development of doctoral students as university teachers has received substantially less attention compared with their development as researchers, with a similar deficit extending to research on how they experience and understand university teaching. This article reports the results of a phenomenographic study of education doctoral students’ conceptions of teaching in higher education. Using samples from two education departments in England an…
What do undergraduate students understand by excellent teaching
This article explores undergraduate students’ conceptions of what constitutes excellent teaching. The analysis of semi-structured interviews with students at two English universities yields five qualitatively different conceptions of excellent teaching. In contrast to the current intense policy focus on outcome factors (e.g., graduate employability), students predominantly discern process factors as conducive to excellent teaching: how the subjec…
Phenomenographic Approaches in Research About Nursing
We propose that phenomenography is well-suited to research about nursing, given its focus on identifying variation in individuals' experiences, and inclusion of diverse voices and perspectives. Phenomenography explores qualitatively different ways in which a group of people experience a phenomenon, often using semi-structured interviews. The use of phenomenography is especially relevant in research about nursing which provides accounts of the exp…
Variation in Black students’ conceptions of academic support
The persistence of degree‐awarding gaps and anti‐Black racism warrant an exploration of the quality and effectiveness of academic support offered to Black undergraduate students in British higher education, and how such support is perceived by students. Our phenomenographic study found that Black students’ conceptions of academic support range from broad expectations of help with their studies to more advanced understandings of their own agency a…
Meaning and structure in Black students' ways of experiencing academic achievement
Historically White universities in Britain have a long history of misrecognizing the experiences of Black students and rendering their struggles and aspirations a matter of scrutiny. More recently an intense higher education policy focus has been placed on addressing outcome differentials between various ethnoracial groups. Little however is known about how minoritised groups of students experience and understand academic achievement. In our phen…
Pedagogy (6 works) · Psychology (6 works) · Evaluation of Teaching Practices (5 works) · Mathematics education (5 works) · Phenomenography (4 works) · Sociology (4 works) · Higher education (3 works) · Medicine (3 works) · Reflective Practices in Education (3 works) · Academic achievement (2 works)