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Number of items: 19.

Article

Lucas, U. and Leng Tan, P. (2013) Developing a capacity to engage in critical reflection: Students' ‘ways of knowing’ within an undergraduate business and accounting programme. Studies in Higher Education, 38 (1). pp. 104-123. ISSN 0307-5079

Lucas, U. (2011) Towards a 'scholarship of teaching and learning': The individual and the communal journey. Accounting Education: An International Journal, 20 (3). pp. 239-243. ISSN 0963-9284

Lucas, U. and Mladenovic, R. (2009) The identification of variation in students' understandings of disciplinary concepts: The application of the SOLO taxonomy within introductory accounting. Higher Education, 58 (2). pp. 257-283. ISSN 0018-1560

Lucas, U. (2008) Being “pulled up short”: Creating moments of surprise and possibility in accounting education. Critical Perspectives on Accounting, 19 (3). pp. 383-403. ISSN 1045-2354

Lucas, U. and Mladenovic, R. (2007) The potential of threshold concepts: An emerging framework for educational theory and practice. London Review of Education, 5 (3). pp. 237-248. ISSN 1474-8460

Lucas, U. and Meyer, J. H. F. (2005) ‘Towards a mapping of the student world’: The identification of variation in students' conceptions of, and motivations to learn, introductory accounting. The British Accounting Review, 37 (2). pp. 177-204. ISSN 0890-8389

Lucas, U. and Mladenovic, R. (2004) Approaches to learning in accounting education: Editorial. Accounting Education: An International Journal, 13 (4). pp. 399-407. ISSN 0963-9284

Lucas, U., Cox, P., Croudace, C. and Milford, P. (2004) Who writes this stuff? Students’ perceptions of their skills development. Teaching in Higher Education, 9 (1). pp. 55-68. ISSN 1356-2517

Lucas, U. (2002) Contradictions and uncertainties: Lecturers' conceptions of teaching introductory accounting. The British Accounting Review, 34 (3). pp. 183-204. ISSN 0890-8389

Lucas, U. (2001) Deep and surface approaches to learning within introductory accounting: a phenomenographic study. Accounting Education: An International Journal, 10 (2). pp. 161-184. ISSN 0963-9284

Lucas, U. (2000) Worlds apart: Students’ experiences of learning introductory accounting. Critical Perspectives on Accounting, 11 (4). pp. 479-504. ISSN 1045-2354

Ashworth, P. and Lucas, U. (2000) Achieving empathy and engagement: A practical approach to the design, conduct and reporting of phenomenographic research. Studies in Higher Education, 25 (3). pp. 295-308. ISSN 0307-5079

Ashworth, P. and Lucas, U. (1998) What is the ‘world’ of phenomenography? Scandinavian Journal of Educational Research, 42 (4). pp. 417-433. ISSN 0031-3831

Book Section

Lucas, U. (2011) Exploring the ‘inner’ and ‘outer’ worlds: Steps along the scholarly journey. In: Hay, I., ed. (2011) Inspiring Academics. Learning with the World's Great University Teachers. 1st. Maidenhead, Berkshire, UK: Open University Press, McGraw Hill, pp. 165-171. ISBN 9780335237425

Lucas, U. and Milford, P. (2009) Key aspects of teaching and learning in accounting, business and management. In: Fry, H., Ketteridge, S. and Marshall, S., eds. (2009) A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice. 3rd. Abingdon, Oxon, UK: Routledge, pp. 382-404. ISBN 9780415434645

Lucas, U. and Mladenovic, R. (2006) Reflections on accounting education research: How accounting education research on approaches to learning has contributed to educational practice. In: Smith, L., ed. (2006) Reflections on Accounting Education Research. Sarasota, Florida: American Accounting Association, pp. 45-56. ISBN 0-86539-092-4

Report or Working Paper

Lucas, U. and Leng Tan, P. (2009) Developing ‘developing a reflective capacity: Insights from work-based learning: A practitioner report. Project Report. Chartered Accountants' Trustees Limited, London, UK.

Lucas, U. and Leng Tan, P. (2009) Developing a reflective capacity: Insights from work-based learning, briefing paper for practitioners. Project Report. Chartered Accountants Trustees Limited, London, UK.

Lucas, U. and Leng Tan, P. (2007) Developing a reflective capacity within undergraduate education: The role of work-based placement learning. Project Report. Higher Education Academy, York, United Kingdom.

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