IMPact e-journal

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

Instructions for authors

Editorial Board

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

Instructions for authors

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:

All manuscripts or enquiries for IMPact should be submitted to 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.


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


Volume 6 (Issue 2) 2023

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

Inter-relationships between composition, insulation and waterproofing of domed nests constructed by the long-tailed tit (Aegithalos caudatus)(opens in a new tab)
Grace Kidman

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

Volume 5 (Issue 3) 2022

The challenges of evaluating teaching practice in Higher Education: An analysis using Brookfield’s Lenses of Critical Reflection(opens in a new tab)
Nicola DeVeaux

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

A reflection on planning a Summer Festival of Learning session to support students to develop their confidence and capabilities using Neuro-Linguistic Programming (NLP) techniques(opens in a new tab)
Hollie Louise Walsh

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

‘Training by any other name would be as problematic’: Thinking about unconscious bias and unconscious bias training(opens in a new tab)
John Bird

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

Volume 4 (Issue 1) 2021

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

The attitudes of teachers, pupils and their parents towards Tamazight language teaching and learning in Algeria: A mixed-methods ethnographic case study in two public schools in Oran(opens in a new tab)
Nawel Hamane

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


Volume 3 (Issue 1) 2020

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

PhD researchers, pedagogy and primary education: A perspective piece on breaking barriers to Higher Education(opens in a new tab)
Amber Smith

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

Digital Learning Ecosystems: Discussing the outcomes of a principle led investigation into an alternative VLE(opens in a new tab)
Andy Beggan


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

The application of entrustable professional activities (EPAs) within sport science education: An exploratory approach(opens in a new tab)
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(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


Volume 1 (Issue 2) 2018

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


Volume 1 (Issue 1) 2018

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

Disruptions, interventions and liminalities: Reconfiguring the art seminar in response to Daniel Buren’s The Function of the Studio (1979) as a site to (re)articulate creative pedagogic risk-taking and power relations(opens in a new tab)
Lee Campbell

‘Building respect and changing cultures in the university community’: An account of research in progress(opens in a new tab)
Katy Brookfield

Critiquing the crit: The influence of technology and creative professional practice on the 21st Century peer learning environment.(opens in a new tab)
Gyles Lingwood

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

January to December 2022

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

January to December 2021

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


January to December 2020

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

Maximising School Outreach: Content, resources, their provision and effectiveness(opens in a new tab)
Zoe Mills

From acorns to … oaks: Getting started in Higher Education research(opens in a new tab)
Dr. Kelly Sisson and Dr. Patricia Jackman

Explaining the Gaps: Using Lincolnshire-specific data from the national Uni Connect learner survey for targeted outreach(opens in a new tab)
Lucy Mallinson

“Alexa, Where’s my Timetable?” Chinese Students’ Perceptions of the Personal Tutoring Role(opens in a new tab)
Alison Raby

Collecting Data: Using Focus Groups(opens in a new tab)
Dr. Anthea Rose

The National Collaborative Outreach Programme (NCOP) Phase 2: An overview of literature, theoretical frameworks and evaluation design(opens in a new tab)
Dr. Anthea Rose

Transitioning Students Effectively: Student Led Approach to Mental Health Support(opens in a new tab)
Cate Neal

University of Lincoln’s OfS funded Transitional Mental Health project evolves in response to the Covid-19 pandemic(opens in a new tab)
Cate Neal

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