Sarah Parkes
Biographic Data
| ID | 9619997 |
|---|---|
| NAME | Sarah Parkes |
| GIVEN NAMES | Sarah |
| FAMILY NAME | Parkes |
| SIGNATURE | PARKES S |
| AFFILIATIONS | Directorate of Learning, Teaching and Scholarship, Newman University, Birmingham, England |
| ORCID | 0000-0003-2169-610X |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
A New Materialist approach to exploring minoritised undergraduate students experience of university systems and processes
Drawing on a collaborative, student-led research project at a UK university, this study adopted a diffractive methodology (Barad, 2007) to investigate how minoritised students experience the relational, material, and institutional flows of higher education. Through entangling artefact-making, spatial mapping, and collective reflection (Haraway, 1997), five key diffractive patterns shimmered through the inquiry: feedback and assessment, data shari…
Being more human
Universities are now compelled to attend to metrics that (re)shape our conceptualisation of the student experience. New technologies such as learning analytics (LA) promise the ability to target personalised support to profiled ‘at risk’ students through mapping large-scale historic student engagement data such as attendance, library use, and virtual learning environment activity as well as demographic information and typical student outcomes. Ye…
No prominent works on this page.
Being more human
Universities are now compelled to attend to metrics that (re)shape our conceptualisation of the student experience. New technologies such as learning analytics (LA) promise the ability to target personalised support to profiled ‘at risk’ students through mapping large-scale historic student engagement data such as attendance, library use, and virtual learning environment activity as well as demographic information and typical student outcomes. Ye…
A New Materialist approach to exploring minoritised undergraduate students experience of university systems and processes
Drawing on a collaborative, student-led research project at a UK university, this study adopted a diffractive methodology (Barad, 2007) to investigate how minoritised students experience the relational, material, and institutional flows of higher education. Through entangling artefact-making, spatial mapping, and collective reflection (Haraway, 1997), five key diffractive patterns shimmered through the inquiry: feedback and assessment, data shari…
Higher Education Practises and Engagement (2 works) · Higher Education Research Studies (2 works) · Analytics (1 works) · Attendance (1 works) · Computer Science (1 works) · Data science (1 works) · Engineering (1 works) · Evaluation of Teaching Practices (1 works) · Flourishing (1 works) · General partnership (1 works)