Reference List
The references below may be useful to you in considering inclusive practice. This is not an exhaustive list of references that were used to create the framework, but a curated set of the references we think are most useful, or that have most informed our thinking.
- Bliuc, A.-M., R. A. Ellis, P. Goodyear, and D. M. Hendres. 2011. “The Role of Social Identification as University student in Learning: Relationships between Students’ Social Identity, Approaches to Learning, and Academic Achievement.” Educational Psychology: an International Journal of Experimental Education Psychology 31 (5): 559–574.
- Cachia, M., Lynam, S, and Stock, R. (2018). Academic success: Is it just about the grades?, Higher Education Pedagogies, 3:1, 434-439
- Freeman, T. M., L. H. Anderman, and J. M. Jensen. 2007. “Sense of Belonging in College Freshmen at the Classroom and Campus Levels.” The Journal of Experimental Education 75 (3): 203–220.
- Hubbard, K., Gawthorpe, P., Fallin, L., & Henri, D. (2020). Addressing the hidden curriculum during transition to HE: the importance of empathy. In The Hidden Curriculum of Higher Education (59-76). Heslington, York: Advance HE
- Krause, K. -L., & Armitage, L. (2014). Australian Student Engagement, Belonging, Retention and Success: A Synthesis of the Literature. Retrieved from https://www.heacademy.ac.uk/ node/8683
- Leese, M. (2010) ‘Bridging the gap: supporting student transitions into higher education’, Journal of Further and Higher Education, 34(2), pp. 239–251. doi: 10.1080/03098771003695494.
- Margolis, E (2002) The hidden curriculum in higher education. New York and London: Routledge
- Mountford-Zimdars et al (2015) Causes of differences in student outcomes. Report to HEFCE by King’s College London, ARC Network and The University of Manchester
- Smith, B (2015), Mentoring at-Risk Students Through the Hidden Curriculum of Higher Education, Rowman and Littlefield.
- Thomas, L. (2012) ‘What works? Facilitating an effective transition into higher education’, Widening Participation and Lifelong Learning, 14, pp. 4–24. doi: 10.5456/WPLL.14.S.4.
- Thomas, L. & May, H. (2010) Inclusive Learning and Teaching in Higher Education. York: Higher Education Academy.
- Tinto, V. (1993). Leaving College: Rethinking the causes and cures of student attrition (2nd ed.). Chicago: University Press
- Universities UK and National Union of Students (2019) Black, Asian and Minority Ethnic student attainment at UK universities: #closingthegap. Universities UK; National Union of Students. Available at: https://www.universitiesuk.ac.uk/policy-and-analysis/reports/Documents/2019/bame-student-attainment-uk-universities-closing-the-gap.pdf.
- Waterfield, J. and West, B. (2006) Inclusive Assessment in Higher Education: A Resource for Change. University of Plymouth: Plymouth.
- Wilcox, P., Winn, S. and Fyvie‐Gauld, M. (2005) ‘“It was nothing to do with the university, it was just the people”: the role of social support in the first‐year experience of higher education’, Studies in Higher Education, 30(6), pp. 707–722. doi: 10.1080/03075070500340036.
- Winstone, N. E. and Nash, R. A. (2016) The Developing Engagement with Feedback Toolkit (DEFT). York: Higher Education Academy.
- York, T.T., Gibson, C., & Rankin, S. (2015). Defining and measuring academic success. Practical assessment, research and evaluation, 20(5), 1–20
