This is the annual report for Professor Rowena Murray's structured writing retreats at the University of the West of Scotland in 2015. Produced by Dr Larissa Kempenaar.

1. ProfessorRowena Murray
Dr Larissa Kempenaar
DEVELOPING RESEARCH CAPACITY AT UWS
ANNUAL REPORT ON STRUCTURED WRITERS’
RETREATS
JANUARY-DECEMBER 2015

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EXECUTIVE SUMMARY
Thisis the thirdyearthat StructuredWritingRetreats have beenrunbyProfessorRowenaMurrayat
the Universityof the Westof Scotland.They provide participantswith anenvironmentwhere
academicstaff and doctoral studentsshare support,experiences, practicesandresources.
SevenStructuredWritingRetreats tookplace in2015 witha total of 134 attendances.
In excessof 1 millionwordswere writtenandeditedatthe 7 retreatsin2015. On average,nearly
6,000 newwordswere writtenper attendance perretreat.Fifty-five percentof productivitywas
attributedtoprogressionof doctoral degrees.
Participantsreportedonthe benefitsof ‘repeat-retreat’intermsof productivityandefficiencyof
writing.The repeat-retreatmodelworksformanypeople andappearstobe particularlybeneficial to
those attemptingtoprogressandcomplete theirtheses.
StructuredWritingRetreats should be includedinUniversityResearchStrategiesasa meansof
increasingthe University’sresearchoutput andachievementof the University’sKPIs.Inparticular,
thisshouldbe includedinanystrategies relatedtothe University’sperformance in REF2019.
StructuredWritingRetreatscontinue tobe attendedmostlybyfemale staff andstudents.
Consideringthe large researchoutputfor,the mostlyfemale,participants,the Universityshould
considerfacilitatingincreasedresearchoutputthrough StructuredWritingRetreatsasameansof
addressingthe genderimbalance incareerprogression. Thiswillaidthe Universityinitsefforts
towardsAthenaSwanaccreditation.
Besidesresearchoutput,there hasalsobeenanincrease of academicstaff whohave beenwriting
on Fellowshipapplicationsforthe HigherEducationAcademy(HEA).Withthe currentpriorityfor
academicteachingstaff tobecome membersof the HEA or to upgrade theirmembershiptoSenior
Fellow,Structure WritingRetreats shouldtherefore alsobe considered withinstrategiestosupport
staff’sprofessional developmentinteachingandlearning.
In conclusion,StructuredWritingRetreatsare highlyproductive andfacilitate the developmentof a
“culture where ourpeople are supportedtobe highlymotivated,creative and collaborative”(UWS
Corporate Strategy2014-2020).

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CONTENTS
Introduction.............................................................................................................................. 3
attendance ............................................................................................................................... 5
Outputs ....................................................................................................................................6
Outcomes.................................................................................................................................8
Conclusion and recommendations............................................................................................ 10
References.............................................................................................................................. 12
appendices ............................................................................................................................. 13
Appendix I List of internal participants.................................................................................. 14
Appendix II List of external Participants.................................................................................. 0
Appendix III Research output by retreat participants............................................................... 1

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INTRODUCTION
In the corporate strategythe University’snew aimsare to:
 Promote vibrantresearchcommunities,underpinningthe student learning
experience andprovidingastimulatingenvironmentinwhichstaff andstudentscan
workand develop
 Supportstaff to share theirresearchoutputsinorderto maximise impactand
contribute tothe international developmentof knowledge.
(Dreaming, Believing,Achieving, Corporate Strategy2014-2020)
One methodof effectively developingandnourishing vibrantresearch communities,activityand
increasingresearch outputsisbymeansof StructuredWritingRetreats(SWR). SWRare attendedby
staff and studentsfromarange of Schools,DepartmentsandUniversities.Thisprovidesaunique
opportunityandenvironmentfordevelopingresearchcommunities. SWRare residential and provide
time awayfrom otheracademicduties.They allow staff andpost graduate studentsto focuson
progressioninarange of academicwritingprojectsandthe productionof a range of written
outputs,typicallyPhDchapters;books;conference abstracts;journal articlesandresearchproposals.
SWR are twoand a half day, residential retreatswhichtake place inasecludedlocationnear
Glasgow.Participantsbringinformationand resourcestheyneedonmemory sticksorloadedonto
laptops. Participantswrite atcomputerdesks,arrangedinaboardroomformat.Mealsand snacks
are provided. The structure andconceptsbehindthe writingretreatshave beenpublishedpreviously
by Murray and Newton(2009). The retreatsall include three evidence basedelements:
1. The ‘typingpool’whichmeansthatall participantswrite individuallybutare situatedinthe
same room forthe durationof the retreat(Grant & Knowles2000).
2. The use of a seriesof strictwritinganddiscussionslots.The structurednature of the retreat
isbasedon a systematicreview byMcGrail etal (2006) whoconcludedthatstructured
interventionswerefoundmosteffective indevelopingacademicwriting.
3. The use of peerdiscussiontoreview progressduringthe retreat(Murray2005). Thiswas
possible asall participantswere writinginthe same room.Thissharingof experiencesin
relationtowriting,inturn,facilitatesthe developmentof acommunityof practice for
academicwritingatUWS followingonfromthe retreats.
Retreatscost £180 perinternal participant and£280 per external participant. Costof external
participantshasincreasedsince 2014 by £55 perperson. The cost of runningthe retreat
(accommodationandcatering) is£180 for eachindividual.Thismeansthe Universitymakes£100
profitperexternal participant. The profitof SWRgoesto the Centre forResearchinEducationbased
inthe School of Educationto fund placesforinternal participants.
Thisevaluation reportdescribesthe researchoutputsfrom sevenSWRat the Universityof the West
of Scotland(UWS) in2015 and identifiesoutcomesandbenefitsforparticipants. The reportbuilds
on the previous annual reportsof 2013 and 2014 and supportsthe need forregularattendance at
retreatsforthose whoaspire to developand/orincreasetheirresearchactivity;those aimingto
increase productivityinresearchandwriting,andthose whowanttogenerate new research
collaborationsinaccordance withthe University’sResearchandKnowledge Exchange Strategy2011-
2015.

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ATTENDANCE
In 2015, sevenStructured WritingRetreatstookplace. Fourwere heldbefore the summerand 3
afterthe summer. There were 134 attendancesoverthe 7 retreats. Onaverage 19 participants
attendedeachretreat,rangingfroma minimumof 16 to a maximumof 21 participants.Thisisa
small increase comparedto2014, when 18 participants attendedeach retreat. A total of 74
participantsattended retreats,whichisa48% increase inthe numberof participantsfrom2014, and
a 10% increase from2013. This takesthe total numberof participants whohave attendedone or
more retreats overthe period2013-2015 to 158.
Of the 74 participantsin2015, 57 were female (77%) and42 of the participantswere undertakinga
Doctoral degree at the time of the retreat(57%). Fifty-oneof all participantsattendedonly1retreat
(69%),while 8 attended2retreats(11%),and 15 participants(21%) attendedmore than3 retreats.
Thisis a change in patternfrom2014 when56% of participantsattended1retreat,22% attended2
retreats.A similarpercentage of participantsattendedmore than3or more retreatsin2014.
Thirty-six participantsattendedretreatforthe veryfirsttime (49%).Thismeansthat 51% of
participants(n=38) had attendedaretreatin previousyears.Fifteenparticipants (22%) who
attendedretreatin2013 returned inboth2014 and 2015. Four participants (6%) whohadattended
in2013, but notin 2014, returnedtoattendin2015. Nineteenparticipants (38%) whoattendedfor
the firsttime in2014 returnedfora repeatretreatin 2015.
Whencomparingthe attendancesof 2013, 2014 and 2015 it isinterestingtonote thatthose
participantswhoattendedretreats overthe 3yearshave a meanattendance of 3 retreatsperyear.
Thisis considerablyhigherthanthe average attendance peryearof participantsof 1.6-1.8 retreats
peryear.
Year 2015 2014 2013
N=74 % N=50 % N=67 %
1 52 70.3 37 74.0 47 70.1
2 8 11.0 10 20.0 10 14.9
3 3 4.1 1 2.0 6 9.0
4 7 9.5 2 4.0 2 3.0
5 0 - 0 - 0 -
6 3 4.1 0 - 1 1.5
7 2 2.7 0 - 0 -
8 - - 0 - 0 -
9 - - - - 1 1.5
Average 1.8 Mean 1.6 Average 1.7
Table 1. Numberof StructuredWritingRetreatsattendedin2013-2015
Forty-five of the participants(62%) were employeesof the Universityof the Westof Scotland.
Participantscame fromacross the Schoolsinthe university(seeFigure 1).The majority,asin2014,
came fromthe School of Education(n=14, 31%) and the School of BusinessandEnterprise
(n=14=31%). There was a significantlysmallernumberof participantsfromthe School of Health,
NursingandMidwifery(n=6,13%) than in 2014.

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Figure 1. Breakdownof participantsfromUWS in2015
Twenty-nine participants (39%) attendedthe retreatsfromotherinstitutions. Thisis slightlymore
than in2014 (36%). The 29 external participantsonaverage attended1.4sessionsin2015, resulting
ina total of 42 attendances. Thisresultedinaprofitforthe School of Educationof £4,200.
The majorityof these participantscame fromUniversities outside of Scotland (n=17,59%), whichisa
reverse from2014 whenmostexternal participantscame fromScottishUniversities.
OUTPUTS
Duringthe 7 retreats,a total of 1,102,515 words were written andedited byparticipants (seetable
1). Thisincluded 825,890 newlyproducedwordsand 276,626 previouslyproduced, editedwords.
Participantsatretreatsworkedacrossa range of projects. While manyworkedona single project
like theirPhDmanyalsoprogressedwritingonjournal articles,bookchaptersandanumberof other
writingprojectssuchas blogs, reflections, grantandethics applications,HEA applicationsand
assignments.However,the large majorityof peoplehadprogressedwritingon theirPhD.Unlike in
2014, the newnumberof wordsproducedtowardsPhDsduring2015 (296,734), was closely
followedbythe numberof previouslyproduced, editedwords(268,403).This meansthat55% of the
total word editedandproducedwere relatedtoPhDprojects.
Thisis likelytoreflectthe nearcompletionstage of theirPhDforseveral participants during2015. If
the PhD wordcounts produced were convertedintocompletedtheseswordcounts,thisequatesto
nearly 4 social science thesesor8 science basedtheses.
Education
31%
Business and
Enterprise
31%
HNM
13%
Science and Sport
18%
Media, Culture,
Society
7%
Education Business and Enterprise HNM Science and Sport Media, Culture, Society

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Writing project Word counts
PhD
New words written towards chapters 296,734
Editingof previously written work 268,403
Tables/figures/references 1,792
Report on PhD 8,294
Research proposal for PhD 4,568
Ethics application for PhD study 9,483
Other preparatory work for PhD 13,175
Journal article
New words written 30,780
Editingof previously written (but not yet submitted) work 131,095
Revision of a previously submitted journal article 6,852
Tables/figures/references 3
Other preparatory work for journal article 16,672
Conference material
Abstract 799
Conference paper 2,315
Poster 38,948
Book chapter
New words written 26,066
Editingof previously written work 170,402
Research proposals (other than PhD) 10,066
Grant applications 11,991
Post graduateassignments (e.g. ProfDoc, MSc) 10,261
Ethics applications(other than PhD) 6,852
Other (pleasespecify)…Blogs,book proposal,newspaper article,
assignments,reflections 36,962
Total words worked on 1,102,515
New Words 825,890
Edited words 276,626
Table 2. Word counts producedat StructuredWritingRetreats2015

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OUTCOMES
At the endof eachretreat,participantsare invitedtoprovide feedbackregardingtheirexperience of
the writingretreat. Three mainthemes emergedfromthisfeedback,including:the benefitsof the
structure;the benefitsof repeated attendanceatretreat,andthe positive groupaspectof retreat.
The firstmain recurringtheme acrossretreatsisthe effectivenessof the writingretreatsintermsin
the structure and the opportunitytoprioritise writing.Manyparticipantsidentifythe targeted
writingintime andspace at the retreatsas the reasonfortheirproductivity.
I’vebeen working hard butnotbeing so productive.Itis 18 monthssince my previousretreat,
and I havebeen writing, butnotas productively.Theadvicegiven to focuson the purposeof
the writing task atthis retreat has really helped meto see it asmore achievable.
The structure of fixedtime slotsforpeerdiscussion,writingandbreaks,appearstoenable
participantstobe more productive andtackle more difficultphasesof writing.
This morning I wanted to stop afteran hour,butI didn’t.It’sgood aftergetting through
yesterday to realise, yes,I can do the writing.
I’mhere becauseI find writing difficult,buthere it’s very comfortable.
Thisfirstquote alsoillustratesthatparticipantsgainedconfidenceintheirownability,basedona
sense of achievementthroughthe effective use of time towrite.
Prioritisingwritingappearstobe achange inpractice for manyattendingthe retreats.Something
that some participantsaimtotransferto theirnormal writingpracticesinbetweenretreats.
The writing takespriorityhere. This is unusual.Idon’tknow how you would managethatin
any othercontext.It’sa kick startto makemore time forwriting. And I know Ican do a lot in
an hour.
The secondtheme thatparticipantsdiscussedinthe feedback wasthe benefitof returningto
retreats.Many discussedhowafterthe firstretreat,theywere able tobecome more efficientat
makinguse of the time available,astheyknew whatwascomingandhow to bestprepare to be
productive.
NowI knowwhatto expect,forparticularly hard bits of writing...Forwriting that’sreally
hard,I thinkthis is essential.I wouldn’t havedonethatwithoutretreat.
Thisquote alsoillustrateshowsome participantsspecificallyuse the writingretreat(s)forthe more
difficultpartsof writingastheycan anticipate thattheywill be able toworkthroughthe harder
parts due to the fixedwritingtimeslotsandthe continuedpeerdiscussions.
Some participantsalsodiscussedhowthey continuedwritingbetweenretreatsinwritinggroups.
While thiswasperceivedasbeneficial,residential writingretreats(inparticularregularretreats)
were perceivedasbeingthe mosteffective inprogressingwritingreports.

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A fewof us try and followthe formatand meetto write,and we do quitewell, but notas well
as wedo here’[at residentialretreats].
One of the participantsexplainedthe needforrepeatedattendance bycomparingwritingto
attendingapersonal trainertoincrease physical fitness:“Doyouonlysee apersonal traineronce?
Of course,youneedtogo to more than one retreat.”
The final theme inthe feedbackisthe recurringtheme of the sharingof goodpractice and the
supportive environmentexperiencedduringthe retreats. Thisisoften describedasthe ‘community
of writers’.ThisisreflectedinpreviousworkonCommunitiesof Practice (Murray,2012). The typing
pool setup and strictwritingslots contributedtowardsthis senseof community occurredduringthe
writingslots.
The pressureof other peoplewriting – positivepressureof having otherpeoplearound who
are all doing the samething – it’s an atmosphere.
However,this alsooccurred duringthe structureddiscussionsessions, sharedmeals,recreational
time andtea breaks. Participantsspoke positivelyof sharingexperiences,adviceandresourceswith
otheracademicsfroma range of Universitiesanddisciplines.However,itwasthe commonalityof
writinganditsinherentchallengeswhichprovidedasense of solidarity andsupportbetween
participants.
The way it’s organised – talking to otherpeople– everybody hassomething helpfulto say
abouttheprocess.Having someonesay thatto you makesit easier to get through it.
Everyone’sin the same position.
In summary, the feedbackfromparticipantsconfirmsthatStructuredWritingRetreats continueto
provide asafe space and time forparticipantsto prioritise writing. The structure increases
productivityandallowsparticipantstodevelopconfidenceintheirabilitytoproduce research
output.The structure and discipline,facilitatedwithinthe retreats,are aspectsof academiclife
manyacademicsstruggle withintheirnormal workingpractices. StructuredWritingRetreatsallow
for the developmentof communitiesof practice whichare supportiveof academicwriting during
and betweenretreats.

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CONCLUSION AND RECOMMENDATIONS
Structuredwritingretreatscontinue toprovide academicsfromUWSand otherHEI institutionswith
the opportunitytoprioritise writingandprogresswithresearchoutput.Inexcessof 1 millionwords
were writtenandeditedatthe 7 retreatsin2015. On average,nearly 6,000 new wordswere written
perattendance perretreat.Fifty-fivepercentof productivitywasattributedtoprogressionof
doctoral degrees.This confirms the effectivenessof retreatstosupportthe Universityinthe
achievementsof itsresearchKPIsintermsof publicationsandcompletionsof doctoral degrees.
Structuredwritingretreatsin2015 continuedtobe attendedbymore female,thanmale,academics.
While the Universityemploysapproximately50% female academics,onaverage 77% of retreat
participantswere women.Thissuggeststhatthismodel maybe favouredbyfemale academics.This
has beenhighlightedinpreviousresearch(Moore etal,2010) and will be furtherexploredbyDr
Kempenaarina pilotresearchprojectinMarch-June 2016 fundedbythe Centre forResearchin
Education.Thismay provide anincreasedunderstandingof the potentialimpactof writingretreats
on female academics’careerprogressionandassistthe UniversityinitseffortstowardsAthenaSwan
accreditation.
There isan increase inthe percentage of participantsreturningfor‘repeat- retreats’. Twenty-eight
percentof participantswhofirstattended in2013 returnedto attendfurtherretreats,38% of
participantswhofirstattendedin2014, attendedsubsequentretreatsin2015. Thisis supportedby
participants’ feedbackwhichhighlightsthe continuedneedforretreatsoverthe years,andthe
increasedbenefitintermsof productivitywhenattendingfurtherretreats.However, consideringthe
consistentpositive feedbackfromparticipants, thereisaneedtoexplore why 43 out of 71 internal
participants have notreturnedtoattendretreatsinsubsequentyears.
Since the introductionof StructuredWritingRetreatsin2013, several membersof staff have setup
writinggroups,whichuse the same structure andprinciplesasthe retreats,tomaintainthe writing
momentuminbetweenretreats.Theseinformal writinggroupstendtobe heldacrosscampuses,
consistingof membersof staff andPhDstudentsfromacrossdifferentSchoolsandDisciplines.The
model of writinggroupsisalsobeingtransferredforuse withstudents,andcombinedstaff and
studentgroups,suggestingthe model isapplicable acrossarange of participants.These groupsare
currentlynotconsistentlyadvertisedwithinthe Universityorevaluated.Itwouldbe worthwhile to
reviewthese groupsandmake themmore visible asameansfor support inbetweenretreatsto
facilitate staff towrite.
Thisreporthas demonstratedthat,in2015, Structure WritingRetreats have continuedtocontribute
substantiallytothe researchoutputof participantsfromUWS. StructuredWritingRetreats therefore
needtobe includedinUniversityResearchStrategiesasa means of increasingthe University’s
researchoutput.Inparticular,thisshouldbe includedinanystrategies workingtowards REF2019.
Besidesresearchoutput,there has alsobeenanincrease of academicstaff whohave beenwriting
on Fellowshipapplicationsforthe HigherEducationAcademy(HEA). Withthe currentpriority for
academicteachingstaff tobecome membersof the HEA or to upgrade theirmembershiptoSenior
Fellow,Structure WritingRetreatsalsoprovideameansto increase productivityinthisarea.

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The profitof StructuredWritingRetreatswasnearlydoubledin2015 from £2,250 in 2014, to£4,200
in2015. The potential of StructuredWritingRetreatstogenerate income will be furtherexploredin
2016. Inaddition,ProfessorMurrayran 2 residential TrainingforRetreatFacilitatorcoursesin2015,
whichwere attendedby 16 external participantsand10 internal participants.External participants
paid£1000 to attendthistrainingevent.Furthertrainingeventshave beenplannedforSeptember
2016.
At the endof 2015 a newprojecthasalso commencedwhichissupportedandfundedbyIanBishop
(Headof ResearchServices). The aimof thisprojectisto facilitate membersof staff whoare
currentlynotpublishingregularly,towrite upprojectsorscholarlyactivities.The firstphase of this
projecttakesplace betweenDecember2015 and June 2016.Staff are offeredaWritingfor
PublicationWorkshopandone residential StructuredWriting RetreatfacilitatedbyProfessor
Murray. The firstworkshopshave takenplace andthe feedbackhasbeenpositive.The projectis
evaluatedintermsof publicationratesandstaffs’confidence intheirwritingskillsandwriting
discipline.A reportwill be availableforthisprojectfromJuly2016.
In conclusion,StructuredWritingRetreats are highlyproductive andfacilitate the developmentof a
“culture where ourpeople are supportedtobe highlymotivated,creative andcollaborative”(UWS
Corporate Strategy2014-2020).

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REFERENCES
Elbow,P.(1973) Writing withoutTeachers.Oxford,OxfordUniversityPress.
Grant, B., & Knowles,S.(2000).Flightsof imagination:Academicwomenbe(com)ing
writers. InternationalJournalforAcademicDevelopment, 5(1), 6-19.
MacLeod, I.,Steckley,L.,&Murray, R. (2012). Time isnot enough:Promotingstrategicengagement
withwritingforpublication. Studiesin Higher Education,37(6):641-654.
McGrail, M. R., Rickard,C. M., & Jones,R.(2006). Publishorperish:a systematicreview of
interventionstoincrease academicpublicationrates. HigherEducation Research and
Development,25(1),19-35.
Moore,S., Murphy,M., & Murray, R. (2010). Increasingacademicoutputandsupportingequalityof
careeropportunityinuniversities:canwriters’retreatsplayarole? Journalof Faculty
Development,24(3): 21-30.
Murray, R., & Newton,M.(2009). Writingretreatas structuredintervention:marginor
mainstream? HigherEducation Research and Development,28(5):527-39.
Murray, R. (2012). Developingacommunityof researchpractice. British EducationalResearch
Journal,38(5),783-800.
Murray, R. (2013). It’snot a hobby:reconceptualizingthe place of writinginacademicwork. Higher
Education,66(1): 79-91.
Universityof the Westof Scotland(2014) Dreaming,Believing,Achieving,CorporateStrategy 2014-
2020.
Universityof the Westof Scotland(2011) Research and KnowledgeExchangeStrategy 2011-2015

14. Page 13 of 17
APPENDICES

15. Page 14 of 17
APPENDIX I LIST OF INTERNAL PARTICIPANTS
Numberof participantsfromUWS n=45 (61.6%)
First Name Surname School
Heather Anderson Business
Sandro Carnicelli Business
Siobhan Drummond Business
Marie Fletcher Business
Tom Garrett Business
Anne Clare Gillon Business
Jacqui Greener Business
Masood Khodadadi Business
Isobel McDonald Business
Thandiwe Mtetwa Business
Dina Nziku Business
Lorna Stevens Business
Theo Tzanidis Business
Valerie Will Business
Gordon Asher Education
Edward Beggan Education
Donald Gillies Education
Laurence
Giraud-
Johnstone Education
Susan Henderson Education
Larissa Kempenaar Education
Claire Mackie Education
Diarmuid McAuliffe Education
First Name Surname School
Elaine McCulloch Education
Alison McEntee Education
Sandra McKechan Education
Johanne Miller Education
Kate Miller Education
Rowena Murray Education
Di Douglas HNM
Gillian Gamble HNM
Lisa McNay HNM
Samuel Quinn HNM
Lorna Reid HNM
Edel Roddy HNM
Jennifer Jones MCS
Aileen O'Gorman MCS
Graeme Truslove MCS
Fiona Averill Science and Sport
Angela Beggan Science and Sport
Laura Graham Science and Sport
Katherine Kirk Science and Sport
Hayley McEwan Science and Sport
Jim Scullion Science and Sport
Michelle Smith Science and Sport
Jane Tobias Science and Sport

16. APPENDIX II LIST OF EXTERNAL PARTICIPANTS
Participantsfromotherinstitutions n=27,38.9%
First Name Surname University
Mary Bell UniversityCollege Dublin
Gill Bishop York St JohnUniversity
Coree Brown Universityof Edinburgh
Alix Cage Keele
Octavian Cozas Keele
Alison Eardley WestminsterUniversity
Maggie Grant CityUniversityLondon
Amos Haniff HeriotWatt
Alison Hardy NottinghamTrentUniversity
Leighanne Higgins Lancaster University
Alison Jones Glasgow University
Ihssan Jwijati HeriotWatt
Helena Kettleborough Lancaster University
Ashleigh Logan Strathclyde University
Arthur Male UniversityCollege London
Tracey McLennan Private
Maureen Michael StirlingUniversity
Julie Osborn PlymouthUniversity
Margaret Ritchie Strathclyde University
Zoe Robinson Keele
Judy Scopes QueenMargaretUniversity
Jennifer Smith Keele
Ann Stewart UniversityCollege London
Morag Thow Glasgow Caledonian University
Lavinia Udrea Keele
Mary Welsh Strathclyde University
Cherie Woolmer Glasgow University

17. Page 1 of 17
APPENDIX III RESEARCH OUTPUT BY RETREAT PARTICIPANTS
Researchoutputfrom5 out of 23 respondentsin2015 (response rate 31%)
Conference papers
Gillies,D.(2015) Policyintransition:the emergenceof ‘Tacklingearlyschool leaving’(ELET) asan
EU policypriority.(Conference paper) ECERConference,Budapest,Sept.,2015. (Now also
submittedasa journal article)
Kempenaar,L.E. (2015) Womenacademicsandcareerprogression:Canstructuredwriting
retreatshelp?(oral presentation)SRHEAnnual Conference,Newport,Wales,Dec.2015.
Kempenaar,L.E. and Donaldson,E.(2015) But we wantto be taught: Experiencesof usingan
engagement-through-partnershipapproachina physiotherapymodule.(Poster)CRLLAnnual
Conference,Glasgow,UK,Sept.2015.
Kempenaar,L.E., Donaldson,E.and Shanmugam, S.(2015) Practice what we preach:Teaching
healthpromotioninHigherEducation.SRHEAnnual Conference,Newport,Wales,Dec.2015.
Udrea,L.I. (2015) Anexample of publicpolicyforclimate change mitigationanditsethical
dimensionsinadevelopedcountry(Oral presentation).BritishInternational StudiesAssociation
40th AnniversaryConference,London,UK.
Udrea,L.I. (2015) Doesthe publicpolicyforinfluencingpro-environmental behaviourinthe
developedcountriestake intoaccountpeople’scommonfuture underclimate change?(Poster
presentation)UNESCOInternational ScientificConference,Paris,France.
Book chapters
Gillies,D.(forthcoming).Developingthe thoughtfulpractitioner.In:Peters,M.,Cowie,B.,&I.
Menter(Eds.).A CompaniontoResearchinTeacherEducation.Berlin:Springer.
Gillies,D.(forthcoming).HannahArendt,judgement,andschool leadership.In:Courtney,S,
McGinity,R., & Gunter,H. (Eds.),Educational leadership:Theorisingprofessional practice in
neoliberal times.Abingdon:Routledge.
Journal articles
Gillies,D.(inpress).Visitinggoodcompany:Arendtandthe developmentof the reflective
practitioner.Journal of EducationAdministrationandHistory.
Gillies,D.& Mifsud,D.(submittedforpeerreview,Journal of EducationPolicy).Policyin
transition:the emergence of tacklingearlyschool leaving(ESL) asEU policypriority.
Kempenaar,L.E. and Murray, R. (inpress) Writingbyacademics:A transactional andsystems
approach to academicwritingbehaviours.HigherEducationResearchandDevelopment.
McKechan, S. and Day,S. (inpress) Doadvancedqualificationsequatetobettermathematical
knowledge forprimaryteaching?
Miller,J.,McAuliffe,L.Riaz,N,Deuchar,R. (2015) Exploringyouth’sperceptionsof the hidden
practice of youthworkinincreasingsocial capital withyoungpeopleconsideredNEETinScotland.
Journal of Youth Studies.18(4),pp.468-484, DOI: 10.1080/13676261.2014.992311
Udrea,L. I. (2015) ‘13th Keele Annual TeachingSymposium2015 - Flexible LearningatKeele
University’inJournal of AcademicDevelopmentandEducation,YearIInr 4, Keele University,
August2015, pp85-91.
Other
Udrea,L. I. (2015) WalkingThroughThe Ashes[full-lengthnovel] writtenduringKeeleUniversity
Be More Creative –CollaborativeFictionStudent WritingProject,White WaterWriters.