Staff Profile

Cathy’s research focuses on students and staff co-creating curricula and other forms of student-staff partnerships in learning, teaching and assessment. Her other research interests include: curriculum design and conceptualisaton; peer observation of teaching; academic development; and the values and ethics of internationalisation in higher education.

In 2014 Cathy co-authored a book with colleagues Alison Cook-Sather and Peter Felten, from the USA entitled ‘Engaging Students as Partners in Teaching & Learning: A Guide for Faculty’, published by Jossey Bass, that has proved to be a key text in supporting university staff to work in partnership with students.

She has received awards for her work including 'Best Research Supervisor' in the 2011-2012 University of Glasgow Student Led Teaching Awards, and she contributes to many external initatives related to academic developmen and co-creation of the curriculum.

 

 

Selected Publications: 

Taylor, C. and Bovill, C. (2017) Towards an Ecology of Participation: Relational Ethics and Co-construction of Higher Education Curricula. European Educational Research Journal Online first: http://journals.sagepub.com/doi/full/10.1177/1474904117704102

Bovill, C. (2017) Maintaining criticality: attempts to stop an unacceptable proportion of students from feeling alienated. Journal for Educational Innovation Partnership and Change 3 (1) 14-17. https://journals.gre.ac.uk/index.php/studentchangeagents/issue/view/54/showToc

Könings K.D., Bovill, C. and Woolner, P. (2017) Towards an Interdisciplinary Model of Practice for Participatory Building Design in Education European Journal of Education 52 (3) 306-317. http://onlinelibrary.wiley.com/doi/10.1111/ejed.12230/full

Bovill, C. (2017) A framework to explore roles within student-staff partnerships in higher education: which students are partners, when and in what ways? International Journal for Students as Partners 1 (1) 1-5: https://mulpress.mcmaster.ca/ijsap/article/view/3062/2770

Bovill, C. (2017) Breaking down student-staff barriers: moving towards pedagogic flexibility. In I. Kinchin and N.E. Winstone. Pedagogic frailty and the University. Sense Publishers. (Chapter 11 pp151-161)

Deeley, S. and Bovill, C. (2017) Staff-student partnership in assessment: enhancing assessment literacy through democratic practices. Assessment and Evaluation in Higher Education 42 (3) 463-477.

Bron, J., Bovill, C. and Veugelers, W. (2016) Curriculum negotiation: the relevance of Boomer’s approach to the curriculum as a process, integrating student voice and developing democratic citizenship. Curriculum Perspectives 36 (1).

Bron, J., Bovill, C., Van Vliet, E. and Veugelers, W. (2016) Negotiating the Curriculum': Realizing student voice. The Social Educator 34 (1) 39-54.

Bovill, C. and Felten, P. (2016) Cultivating student-staff partnerships through research and practice International Journal for Academic Development, 21 (1), 1-3.

Bovill, C., Cook-Sather, A., Felten, P., Millard, L. and Moore-Cherry, N. (2016) Addressing potential challenges in co-creating learning and teaching: overcoming resistance, navigating institutional norms and ensuring inclusivity in student-staff partnerships. Higher Education 71(2), 195-208.

Bovill, C. (2015) Book Review of 'Internationalizing the curriculum' Abingdon: Routledge (Leask, B. 2015). Journal of Perspectives in Academic Practice 3 (3).

Healey, M., Bovill, C. and Jenkins, A. (2015) Students as partners in learning. In Lea, J. (Ed.) Enhancing learning and teaching in higher education: Engaging with the dimensions of practice. Maidenhead: Open University Press.

Bovill, C. (2015) Book Review 'Learner-centred education in international perspective. Whose pedagogy for whose development?' London: Routledge (Schweisfurth, M. 2013). International Journal for Academic Development 20 (3) 300-302.

Bovill, C. & Mårtensson, K. (2014) The challenge of sustaining academic development work, International Journal for Academic Development, 19:4, 263-267.

Bovill, C. Jordan, L. and Watters, N. (2014) Transnational approaches to teaching and learning in higher education: challenges and possible guiding principles. Teaching in Higher Education 19 (1) 13-25.

Cook-Sather, A., Bovill, C. and Felten, P. (2014) Engaging students as partners in learning and teaching in higher education: a guide for faculty. San Francisco: Jossey Bass

Bovill, C. (2014) An investigation of co-created curricula within higher education in the UK, Ireland and  the USA. Innovations in Education and Teaching International. 51 (1) 15-25.

Jordan, L., Bovill, C., Othman, S.M., Saleh, A.M., Sahbila, N.P. and Watters N. (2014) Is student-centred learning a western concept? Lessons from an academic development programme to support student-centred learning in Iraq. Teaching in Higher Education 19 (1) 13-25.

Bovill, C. (2013) Students and staff co-creating curricula: an example of good practice in higher education? In Dunne, E. and Owen, D. (Eds) The Student Engagement Handbook: Practice in Higher Education. Emerald.

Bovill, C. (2013) Students and staff co-creating curricula – a new trend or an old idea we never got around to implementing? In Rust, C. (Ed) Improving student learning through research and scholarship: 20 years of ISL. Oxford: The Oxford Centre for Staff and Educational Development. (Chapter 3 pp96-108). ISBN: 9781873576922

Bovill, C., Sheward, L. and Smyth, K. (2013) Underground and undervalued: a survey of Scottish pedagogic research in higher education. In Rust, C. (Ed) Improving student learning through research and scholarship: 20 years of ISL. Oxford: The Oxford Centre for Staff and Educational Development. (Chapter 1 pp27-39). ISBN: 9781873576922

Cairns, A., Bissell, V. and Bovill, C. (2013) Evaluation of a pilot peer observation of teaching scheme for chair-side tutors at Glasgow University Dental School. British Dental Journal, 214 (11) 573-576.  doi:10.1038/sj.bdj.2013.527

Bovill, C., Sheward, L. and Smyth, K. (2012) Higher education research in Scotland. Survey report for Universities Scotland Educational Development Sub-Committee. Edinburgh: Universities Scotland. ISBN978-0-902703-86-5

McKerlie, R., Cameron, D., Sheriff, A. and Bovill, C. (2012) Student perceptions of syndicate learning: tutor-less group work within an undergraduate dental curriculum. European Journal of Dental Education. 16 e122-e127. doi:10.1111/j.1600-0579.2011.00686.x

Bovill, C. (2013) Book review of ‘Staff-student partnerships in higher education’ (Edited by Little, S.) Educational Review 65 (3) 380-382.

Bovill C., Cook-Sather, A. and Felten, P. (2011) Changing Participants in Pedagogical Planning: Students as Co-Creators of Teaching approaches, Course Design and Curricula. International Journal for Academic Development 16 (2) 133-145.

Bovill, C., Bulley, C.J. and Morss, K. (2011) Engaging and empowering first-year students through curriculum design: perspectives from the literature. Teaching in Higher Education 16 (2) 197-209.

Bovill, C. (2011) Sharing responsibility for learning through formative evaluation: moving to evaluation as learning. Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education, 6 (2) 96-109.

Bovill, C. and Bulley, C.J. (2011) A model of active student participation in curriculum design: exploring desirability and possibility. In Rust, C. Improving Student Learning (18) Global theories and local practices: institutional, disciplinary and cultural variations. Oxford: The Oxford Centre for Staff and Educational Development, pp176-188.

MacKenzie, J., Bovill, C. and Browitt, A. (2011) A first year course co-ordinators network: a targeted approach to academic development. In Rust, C. Improving Student Learning (18) Global theories and local practices: institutional, disciplinary and cultural variations. Oxford: The Oxford Centre for Staff and Educational Development, pp189-198.

Bovill, C., Aitken, G., Hutchison, J., Morrison, F., Roseweir, K., Scott, A. and Sotannde, S. (2010) Experiences of learning through collaborative evaluation from a Postgraduate Certificate in Professional Education. International Journal for Academic Development 15 (2) 143-154.

Bovill, C. and MacKenzie, J. (2010) Implementing findings from the Enhancement Themes: The University of Glasgow First Year Course Co-ordinators’ Network. QAA Enhancement Themes Newsletter, 5 (1) Sept.

Bovill, C., Morss, K. and Bulley, C. (2009) Should students participate in curriculum design? Discussion arising from a first year curriculum design project and a literature review. Pedagogic Research in Maximizing Education 3(2)1-26.

Cockbain, M.M., Blyth, C.M., Bovill, C. and Morss, K. (2009) Adopting a blended approach to learning: experiences from Radiography at Queen Margaret University, Edinburgh. Radiography 15 (3) 242-246.

Bovill, C. (2009) Rhetoric or reality? Cross-sector policy implementation at the UK Government Department for International Development (DFID). Policy & Politics 37 (2) 179-199.

Bovill, C. Morss, K. and Bulley, C. (2008) Curriculum design for the first year. First Year Enhancement Theme Report, Glasgow: QAA (Scotland).

Bovill, C. & Leppard M (2006) Population Policies and Education: Exploring the Contradictions of Neo-Liberal Globalisation. Globalisation, Societies and Education 4 (3) 393-414