IMPact is the University of Lincoln’s peer-reviewed, open access and multi-disciplinary journal of Higher Education. Established in 2017, IMPact invites colleagues from across the university, including postgraduate and undergraduate students, to submit their work for publication in the form of research papers in the conventional sense, as well as shorter reviews, research notices, accounts of work in progress and other forms of output of interest to the journal and its readership, with the express intention of informing, challenging and influencing.
The journal is committed to representing a wide variety of perspectives while promoting a research environment that encourages participation and collaboration. The journal is also open to studies that draw on empirical, theoretical, conceptual or practice-based work and may include literature reviews and papers which focus on methodology.
ISSN: 2516-7561
IMPact Journal – Social Media Policy
List of issues
- Volume 4 (Issue 3) Future of Blended Learning Conference
- Volume 4 (Issue 2) 2021 Race matters: Towards an Anti-racist praxis in higher education
- Volume 4 (Issue 1) 2021
- Volume 3 (Issue 1) 2020
- Volume 2 (Issue 2) 2019 Anniversary edition
- Volume 2 (Issue 1) 2019 Student edition
- Volume 1 (Issue 2) 2018
- Volume 1 (Issue 1) 2018
Scholarly research notices
IMPact encourages submissions on a wide range of topics from all colleagues across the university, including postgraduate and undergraduate students. Contributions that seek to promote new knowledge or enhance the understanding of any aspect of Higher Education and its practice are particularly welcomed. In addition to the publication of manuscripts relating to research and scholarship in the conventional sense, the journal also welcomes shorter reviews, research notices, accounts of work in progress, and so on.
Conventional manuscripts should not normally exceed 5000 words in length and be accompanied by an abstract of up to 250 words. Keywords should also be included. Authors should submit their work as a simple Word document (avoiding complex formatting) using an Arial, 12-point font (line spacing set to 1.5). Footnotes should be avoided wherever possible. Reference lists should adopt a simple Harvard System (non-numerical) and be presented by author (surname) in alphabetical order (unless your discipline specifically requires a different citation system). Long quotations of more than 20 words should be indented from the left-hand margin with one-line space above and below and set in italics. No quotation marks are required. If any portion of the quote is omitted, indicated the omitted section by the inclusion of an ellipsis in square brackets […] in the appropriate part of the quote. For short quotes of less than 20 words embedded within the main text of the manuscript use single curved quotation marks. Double quotation marks should be used for quotation marks within another quotation.
All relevant submissions to the journal will be peer reviewed by at least two members of the Editorial Board drawn from a different area of work to the authors, with anonymous feedback provided within two months or less. Once accepted for publication, authors will be asked to cut, paste and format their manuscripts into the standardised journal template. IMPact subscribes to the Committee on Publication Ethics (COPE) Code of Practice which can be viewed at: https://publicationethics.org.
All manuscripts or enquiries for IMPact should be submitted to IMPact@lincoln.ac.uk which is monitored by the LHERI team for content regularly. IMPact is an open access journal, so all contributors retain copyright over any work appearing in its volumes without restriction. The names and email addresses appearing within the journal will be used exclusively for attribution and will not be made available for any other purpose or to any other person. While the University of Lincoln makes every effort to ensure the accuracy of all published information contained within its volumes (the ‘Content’), all views expressed within the journal are the views of the authors themselves and not necessarily the views of the Editorial Board.
John Sharp, Lincoln Higher Education Research Institute (joint Editor-in-Chief)
Katie Strudwick, School of Social and Political Sciences (joint Editor-in-Chief)
Anita Backhouse, School of Education
Dan Bishop, School of Sport and Exercise Science
Rob Dean, School of Fine and Performing Arts
Beatrix Fahnert, School of Life Sciences
Jessica Hodgson, Lincoln Medical School
Jennifer Johnson, School of Health and Social Care
Janice Kearns, School of Film and Media
Kirsty Miller, School of Psychology
Catherine Redpath, School of English and Journalism
Kelly Sisson, School of Health and Social Care
Rachel Spacey, Lincoln Higher Education Research Institute
John Stocker, School of Art and Design
Tracey White, Lincoln International Business School
Jamie Wood, School of History and Heritage
Journal
Volume 4 (Issue 3) Future of Blended Learning Conference
Editors Foreword
Andy Beggan
Engaging and assessing students through the development of digital content
Dr Dan Bishop
Co-ordinated priorities: Developing digital practice and ensuring inclusive practice
Dr Elizabeth Bailey
From telehealth to telelearning: Physical assessment teaching in a virtual world
Sean Morton
Improved engagement in online peer-review activities supporting assessment
Ellie Davison
Does lecture format matter?
Dr Helen Nichols
Policy, insight and advice: Leveraging digital availability and competence?
Catriona Hyde
Youth justice live! Transporting professional partnerships into blended learning spaces
Dr Sue Bond-Taylor
Reflecting upon lessons of ‘what works’: Developing student engagement and partnerships
Dr Kate Strudwick
How should marketing be taught in the age of agile marketing?
Chang Ge, Katie Syson, Mark Faulkner and Saif Al-Derzi
Social media enabled digital journey through a University of Lincoln 4.0 challenge-based project
Chang Ge and Hanna Pimanava
Volume 4 (Issue 2) 2021 Race matters: Towards an Anti-racist praxis in higher education
Race matters: Towards an anti-racist praxis in higher education
Rebecca Sanderson
Prefiguring the anti-racist university: A systems change approach to the Race Equality Charter
Dr. Pathik Pathak
Embedding ‘Black Lives Matter’: A self-directed, research-informed, staff development programme
Pete Crowson
Critical reflections and collaborative approaches to the University of Lincoln’s decolonising projects: A library perspective
Oonagh Monaghan and Hope Williard
First-year transition, mental health and the attainment ofundergraduate students at a UK university: A pilot study to understand the role played by ethnicity
Dr Xiaotong Zhu, Cate Neal, Isabella Chu and Ciera McKenzie
Engaging students without family support with university support services: A systematic review of the literature
Rebecca Sanderson and Dr Rachel Spacey
‘No one size fits all’: Academic experiences of blended learning
Dr Kate Strudwick, Dave Prichard, Andy Beggan and Professor John G. Sharp
Preventative Emergency Response (PER) Project 2020-2021: University of Lincoln Students and Covid-19
James Cronin, Hannah Beech and Clare Cotton
Student as Author: Mapping the field of undergraduate research publications in the UK in Social Sciences
Dr Kate Strudwick
Blended learning: A review and source reference for the development of strategy, course design and practitioner use
Professor John G. Sharp
Virtual peer mentoring: A partnership between two UK Medical Schools
Dr. Deborah Merrick, Dr. Jessica Hodgson, Professor Pamela Hagan & Dr. Yvonne Mbaki
Embedding Gender Justice in Higher Education: An Example from Sports Business Management
Dr. Hanya Pielichaty
Widening access to higher education for BAME students and students from lower socio-economic groups: A review of literature
Rebecca Sanderson and Dr. Rachel Spacey
Raising aspirations for non-traditional students through Higher Education outreach activities: A review of literature relevant to the Uni Connect programme
Dr. Anthea Rose and Lucy Mallinson
On the development and initial validation of the Brazilian Lecturer Self-Efficacy Scale (BLSES)
Mayara da Mota Matos, Roberto T. Iaochite and Professor John G. Sharp
Anonymous marking in Higher Education: A review of literature for practitioners
Professor John G. Sharp and Dr. Xiaotong Zhu
“It’s not like I’m on my own”: Recognising and recording the experiences of estranged students in Higher Education
Dr. Rachel Spacey
Volume 2 (Issue 2) 2019 Anniversary edition
Learning about research by doing research: Developing student researchers
Ashley Compton, Emma Rogers, Christopher Johnstone and Dan Wait
The application of entrustable professional activities (EPAs) within sport science education: An exploratory approach
Mark F. Smith
“It’s my sort of new life so to speak” – Students’ experiences of transition to higher education in the Long First Year project
Dr. Rachel Spacey and Professor Liz Mossop
Volume 2 (Issue 1) 2019 Student edition
Editorial
Dr. Katie Strudwick
Student as producer and the democratisation of science
Mike Neary
Improving educational achievement among working-class students: Evaluating a student-mentoring scheme
Elena Maria Gaschino
A perspective piece on my Undergraduate Research Opportunity Scheme experience
Amy Gibbons
Peer-based teaching and learning
Christopher William Ross, Dave Prichard and Dr. Christopher Headleand
Fitting-In whilst standing-out In the academy
Marianne Lou Keeler
Student as digital producer: Learning new(old) skills through an agency-led project
Hanya Pielichaty
‘Partnership’ versus ‘collaboration’: A student perspective
Madeleine Pownall
‘An A to Z of creative teaching in Higher Education’
Thomas George
Teaching creativity?
Jim Shorthose
Editorial
Dr. Katie Strudwick
Shifting sands: Why pedagogical Research In Higher Education matters to us all
Gyles Lingwood, Mark Clements, Deborah Lock and Mark F. Smith
‘Building respect and changing cultures in the university community’: An account of research in progress
Katy Brookfield
Critiquing the crit: The influence of technology and creative professional practice on the 21st Century peer learning environment.
Gyles Lingwood
Motivating students to access support services In Higher Education: A self-determination theory perspective
Lynn Pickerell
More than just listening: The role of student voice in higher education, an academic perspective
Daniel C. Bishop
When is a leader not a leader? Experiences of programme leadership in a post-92 university.
Rebecca Sanderson
A defining moment for personal tutoring: Reflections on personal tutor definitions and their implications
Ben W. Walker
Scholarly research notices
Preventative Emergency Response (PER) Covid-19 Project 2021: Annotated bibliography (revisited)
Hannah Beech and James Cronin
Reflecting back to move forward … Student as Producer in practice in Social Sciences
Dr. Kate Strudwick
Covid-19 Preventative Emergency Response (PER) Project 2020-2021: Initial Survey Report
Professor John G. Sharp, Tom Wright, Clare Cotton & Aaron Good
Our White Assessment: Minimising inequality in higher education for international students
Kudrat Khuda and Dr. Palash Kamruzzaman
Covid-19 and the mental health and wellbeing of university students: An annotated bibliography
Professor John G. Sharp
Living on the edge: The impact of COVID-19 on under-represented student groups in English Higher Education
Dr. Rachel Spacey, Dr. Xiaotong Zhu, Rebecca Sanderson and Rhianne-Ebony Sterling-Morris
Maximising School Outreach: Content, resources, their provision and effectiveness
Zoe Mills
From acorns to … oaks: Getting started in Higher Education research
Dr. Kelly Sisson and Dr. Patricia Jackman
Explaining the Gaps: Using Lincolnshire-specific data from the national Uni Connect learner survey for targeted outreach
Lucy Mallinson
“Alexa, Where’s my Timetable?” Chinese Students’ Perceptions of the Personal Tutoring Role
Alison Raby
Collecting Data: Using Focus Groups
Dr. Anthea Rose
The National Collaborative Outreach Programme (NCOP) Phase 2: An overview of literature, theoretical frameworks and evaluation design
Dr. Anthea Rose
Transitioning Students Effectively: Student Led Approach to Mental Health Support
Cate Neal
Mark Scaling: A Brief Overview and Synthesis of Sector Perspectives
Professor John G. Sharp
The use of student dashboards as early and ongoing warning and alert systems for identifying ‘at risk’ students
Professor John G. Sharp and Mayara da Mota Matos
Explaining the Gaps: A National Collaborative Outreach Project
Lucy Mallinson
Understanding the Impact of the Access Covenant: The Access and Participation Plan Evaluation Project 2018/19
Dr. Rachel Spacey and Rebecca Sanderson
The Lincoln Equality of Attainment Project (LEAP)
Dr. Xiaotong Zhu