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 6 (Issue 2) 2023
- Volume 6 (Issue 1) 2023 UROS Project Reports (Student Edition)
- Volume 5 (Issue 3) 2022
- Volume 5 (Issue 2) 2022 UROS project reports (Student edition)
- Volume 5 (Issue 1) 2022 Festival of Learning (Student edition)
- Volume 4 (Issue 3) 2021 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 LALT 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.
Kate Strudwick, LALT (joint Editor-in-Chief)
Anita Backhouse, School of Education
Dan Bishop, School of Sport and Exercise Science
Rob Dean, Lincoln School of Creative Arts
Beatrix Fahnert, Department 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, LALT
Rachel Spacey, LALT
John Stocker, School of Art and Design
Tracey White, Lincoln International Business School
Jamie Wood, Lincoln School of Humanities and Heritage
Journal
The Scholarship of Teaching and Learning (SoTL): A review of literature and introductory guide to the field(opens in a new tab)
Professor John G. Sharp
Volume 6 (Issue 1) 2023 UROS Project Reports (Student Edition)
Investigating the effect of Vitamin C on human (pre)adipocytes using RNA-Seq(opens in a new tab)
Leigh Johns
Understanding the 1664 Mompesson Settle at Eyam, Reflection of a UROS Project(opens in a new tab)
Wesley Leak
A perspective piece on my virology lab research experience through the Undergraduate Research Opportunity Scheme(opens in a new tab)
Evie Munoz-Pujol
Characterisation of Ventilatory Constraints During Swimming(opens in a new tab)
Jennie Scrimshaw
Initiating Conversations about the ‘Authentic’ Nature of Assessment(opens in a new tab)
Dr Mark F. Smith
The Teaching Excellence Framework (TEF): A snapshot review of relevant literature and current developments incorporating learning gain(opens in a new tab)
Professor John G. Sharp and Dr Emma Young
Volume 5 (Issue 2) 2022 UROS project reports (Student edition)
Editorial(opens in a new tab)
Dr Kate Strudwick, Clare Cotton and Josie Horner-Timmins
Invisible Agents: Networks of Learning in Late Antiquity(opens in a new tab)
Annabelle Mansell
To improve the understanding of the dissemination of antimicrobial resistance and its impact on humans from imported edible shrimp(opens in a new tab)
Dr Ron Dixon and Ciara Robinson
Family ties for prisoners: A consultation(opens in a new tab)
Eloise Quayle and Angela Harwood
Volume 5 (Issue 1) 2022 Festival of Learning (Student edition)
Editorial(opens in a new tab)
Dr Kate Strudwick and Clare Cotton
Evaluation of a student-led session on medieval medicine(opens in a new tab)
Tina Lesley Jessica Holt
Common misconceptions in dog training and behaviour(opens in a new tab)
Charlotte Page
Offering alternative pathways of intellectual production(opens in a new tab)
Sean Smart
Volume 4 (Issue 3) 2021 Future of Blended Learning Conference
Editors Foreword(opens in a new tab)
Andy Beggan
Engaging and assessing students through the development of digital content(opens in a new tab)
Dr Dan Bishop
Co-ordinated priorities: Developing digital practice and ensuring inclusive practice(opens in a new tab)
Dr Elizabeth Bailey
From telehealth to telelearning: Physical assessment teaching in a virtual world(opens in a new tab)
Sean Morton
Improved engagement in online peer-review activities supporting assessment(opens in a new tab)
Ellie Davison
Does lecture format matter?(opens in a new tab)
Dr Helen Nichols
Policy, insight and advice: Leveraging digital availability and competence?(opens in a new tab)
Catriona Hyde
Youth justice live! Transporting professional partnerships into blended learning spaces(opens in a new tab)
Dr Sue Bond-Taylor
Reflecting upon lessons of ‘what works’: Developing student engagement and partnerships(opens in a new tab)
Dr Kate Strudwick
How should marketing be taught in the age of agile marketing?(opens in a new tab)
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(opens in a new tab)
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(opens in a new tab)
Rebecca Sanderson
Prefiguring the anti-racist university: A systems change approach to the Race Equality Charter(opens in a new tab)
Dr. Pathik Pathak
Embedding ‘Black Lives Matter’: A self-directed, research-informed, staff development programme(opens in a new tab)
Pete Crowson
Critical reflections and collaborative approaches to the University of Lincoln’s decolonising projects: A library perspective(opens in a new tab)
Oonagh Monaghan and Hope Williard
First-year transition, mental health and the attainment of undergraduate students at a UK university: A pilot study to understand the role played by ethnicity(opens in a new tab)
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(opens in a new tab)
Rebecca Sanderson and Dr Rachel Spacey
‘No one size fits all’: Academic experiences of blended learning(opens in a new tab)
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(opens in a new tab)
James Cronin, Hannah Beech and Clare Cotton
Student as Author: Mapping the field of undergraduate research publications in the UK in Social Sciences(opens in a new tab)
Dr Kate Strudwick
Blended learning: A review and source reference for the development of strategy, course design and practitioner use(opens in a new tab)
Professor John G. Sharp
Virtual peer mentoring: A partnership between two UK Medical Schools(opens in a new tab)
Dr. Deborah Merrick, Dr. Jessica Hodgson, Professor Pamela Hagan & Dr. Yvonne Mbaki
Embedding Gender Justice in Higher Education: An Example from Sports Business Management(opens in a new tab)
Dr. Hanya Pielichaty
Widening access to higher education for BAME students and students from lower socio-economic groups: A review of literature(opens in a new tab)
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(opens in a new tab)
Dr. Anthea Rose and Lucy Mallinson
On the development and initial validation of the Brazilian Lecturer Self-Efficacy Scale (BLSES)(opens in a new tab)
Mayara da Mota Matos, Roberto T. Iaochite and Professor John G. Sharp
Anonymous marking in Higher Education: A review of literature for practitioners(opens in a new tab)
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(opens in a new tab)
Dr. Rachel Spacey
Volume 2 (Issue 2) 2019 Anniversary edition
Learning about research by doing research: Developing student researchers(opens in a new tab)
Ashley Compton, Emma Rogers, Christopher Johnstone and Dan Wait
“It’s my sort of new life so to speak” – Students’ experiences of transition to higher education in the Long First Year project(opens in a new tab)
Dr. Rachel Spacey and Professor Liz Mossop
Volume 2 (Issue 1) 2019 Student edition
Editorial(opens in a new tab)
Dr. Katie Strudwick
Student as producer and the democratisation of science(opens in a new tab)
Mike Neary
Improving educational achievement among working-class students: Evaluating a student-mentoring scheme(opens in a new tab)
Elena Maria Gaschino
A perspective piece on my Undergraduate Research Opportunity Scheme experience(opens in a new tab)
Amy Gibbons
Peer-based teaching and learning(opens in a new tab)
Christopher William Ross, Dave Prichard and Dr. Christopher Headleand
Fitting-In whilst standing-out In the academy(opens in a new tab)
Marianne Lou Keeler
Student as digital producer: Learning new(old) skills through an agency-led project(opens in a new tab)
Hanya Pielichaty
‘Partnership’ versus ‘collaboration’: A student perspective(opens in a new tab)
Madeleine Pownall
‘An A to Z of creative teaching in Higher Education’(opens in a new tab)
Thomas George
Teaching creativity?(opens in a new tab)
Jim Shorthose
Editorial(opens in a new tab)
Dr. Katie Strudwick
Shifting sands: Why pedagogical Research In Higher Education matters to us all(opens in a new tab)
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(opens in a new tab)
Katy Brookfield
Motivating students to access support services In Higher Education: A self-determination theory perspective(opens in a new tab)
Lynn Pickerell
More than just listening: The role of student voice in higher education, an academic perspective(opens in a new tab)
Daniel C. Bishop
When is a leader not a leader? Experiences of programme leadership in a post-92 university.(opens in a new tab)
Rebecca Sanderson
A defining moment for personal tutoring: Reflections on personal tutor definitions and their implications(opens in a new tab)
Ben W. Walker
Scholarly research notices
Who Cares? Identifying, understanding, and supporting the work-life balance and wellbeing of students with caring responsibilities(opens in a new tab)
Dr. Rachel Spacey, Rebecca Sanderson and Amy Zile
Preventative Emergency Response (PER) Covid-19 Project 2021: Annotated bibliography (revisited)(opens in a new tab)
Hannah Beech and James Cronin
Reflecting back to move forward … Student as Producer in practice in Social Sciences(opens in a new tab)
Dr. Kate Strudwick
Covid-19 Preventative Emergency Response (PER) Project 2020-2021: Initial Survey Report(opens in a new tab)
Professor John G. Sharp, Tom Wright, Clare Cotton & Aaron Good
Our White Assessment: Minimising inequality in higher education for international students(opens in a new tab)
Kudrat Khuda and Dr. Palash Kamruzzaman
Covid-19 and the mental health and wellbeing of university students: An annotated bibliography(opens in a new tab)
Professor John G. Sharp
Living on the edge: The impact of COVID-19 on under-represented student groups in English Higher Education(opens in a new tab)
Dr. Rachel Spacey, Dr. Xiaotong Zhu, Rebecca Sanderson and Rhianne-Ebony Sterling-Morris
From acorns to … oaks: Getting started in Higher Education research(opens in a new tab)
Dr. Kelly Sisson and Dr. Patricia Jackman
Collecting Data: Using Focus Groups(opens in a new tab)
Dr. Anthea Rose
Mark Scaling: A Brief Overview and Synthesis of Sector Perspectives(opens in a new tab)
Professor John G. Sharp
The use of student dashboards as early and ongoing warning and alert systems for identifying ‘at risk’ students(opens in a new tab)
Professor John G. Sharp and Mayara da Mota Matos
Explaining the Gaps: A National Collaborative Outreach Project(opens in a new tab)
Lucy Mallinson
Understanding the Impact of the Access Covenant: The Access and Participation Plan Evaluation Project 2018/19(opens in a new tab)
Dr. Rachel Spacey and Rebecca Sanderson
The Lincoln Equality of Attainment Project (LEAP)(opens in a new tab)
Dr. Xiaotong Zhu