Professor Ian Kinchin

Authored Books:

Kinchin, I.M (due 2024) How to mend a university: Towards a sustainable learning environment in higher education. London, Bloomsbury.  Pre-order from publisher here.

Kinchin, I.M. & Gravett, K. (2022) Dominant discourses in higher education: Critical perspectives, cartographies and practice. London, Bloomsbury. (pp. 1 - 196)   NOW AVAILABLE 

Kinchin, I.M. (2016) Visualising powerful knowledge to develop the expert student: A knowledge structures perspective on teaching and learning at university. Rotterdam, Sense Publishers. (pp. 1 - 134)

Kinchin, I.M. (1994) The Biology of Tardigrades. London, Portland Press. (pp. 1 - 186).

Edited Volumes:

Kinchin, I.M. (Ed.)(due 2025) Reclaiming the teaching discourse in Higher Education: Curating a diversity of theory and practice. London, Bloomsbury.

Rao, N., Hathaway, T.M. & Kinchin, I.M. (Eds.) (due 2025) Narratives of teaching and learning in higher education during times of crisis. London, Bloomsbury.

Rao, N., Hosein, A. & Kinchin, I.M. (Eds.) (2023) Narratives of academics’ personal journeys in contested spaces: Leadership identity in learning and teaching in higher education.  London, Bloomsbury.

Hosein, A., Rao, N., & Kinchin, I.M. (Eds.) (2023) Narratives of becoming leaders in disciplinary and institutional contexts: Leadership identity in learning and teaching in higher education.  London, Bloomsbury.

Kinchin, I.M. (2020) (Ed.) Pedagogic Health and the University. Education Sciences (Special Issue): Call for papers.

Kinchin, I.M. (2020) (Ed.) Engaging Students' Voices in Partnership for the Rhizomatic Development of Sustainability in Higher Education, Sustainability (Special Issue): Call for papers.

Gravett, K., Yakovchuk, N. & Kinchin, I.M. (Eds.) (2020) Enhancing student-centred teaching in higher education: The landscape of student-staff partnerships. Cham, Switzerland, Palgrave Macmillan.

Lygo-Baker, S., Kinchin, I.M. & Winstone, N.E. (2019) (Eds.) Engaging Student Voices in Higher Education:  Diverse Perspectives and Expectations in Partnership. Cham, Switzerland, Palgrave Macmillan.

Kinchin, I.M. and Winstone, N.E. (Eds.) (2018) Exploring pedagogic frailty and resilience: Case studies of academic narrative. Leiden, Brill/Sense Publishers.

Hosein, A., Rao, N., Yeh, C. S-H. and Kinchin, I.M. (Eds.) (2018) Academics' Teaching Journeys: Personal Narratives of International Transitions. London, Bloomsbury.

Medland, E., Watermeyer, R., Hosein, A., Kinchin, I.M. & Lygo-Baker, S. (Eds.) (2018) Pedagogical Peculiarities: Conversations at the Edge of University Teaching and Learning. Rotterdam, Brill/Sense.

Kinchin, I.M. and Correia, P.R.M. (Eds.) (2017) Concept Mapping and Pedagogic Frailty. Knowledge Management & E-Learning: An International Journal, (Special Issue): 9(3): 254 - 418.

Kinchin, I.M. and Winstone, N.E. (Eds.) (2017) Pedagogic frailty and resilience in the university. Rotterdam, Sense Publishers (pp. 1 - 230).

Kinchin, I.M. (Ed.) (2015) Novakian concept mapping in university and professional education. Knowledge Management & E-Learning: An International Journal, (Special Issue): 7(2): 1 - 178.

Kandiko, C.B. and Kinchin, I.M. (Eds.) (2013) Student perspectives on research-rich teaching. Higher Education Research Network - Journal, (Special Issue), 6: 1 - 98.

Kinchin, I.M. (Ed.) (2012) European Forum on Academic Development. Higher Education Research Network - Journal, (Special Issue), 5: 1 - 85.

Cabot, L.B. and Kinchin, I.M. (Eds.) (2011) Chairside & Bedside Teaching. Higher Education Research Network Journal (Special Issue), 2: 1 - 78.

Chapters in Books:

Kinchin, I.M., Gravett, K., Derham, C. & Thumser, A. (due 2024) Fostering belonging through student-staff research partnerships, In: Kingsbury, M. and Kandiko-Howson, C.B. (Eds.), Belonging and Identity in STEM Higher Education, (pp.321 – 336), London: UCL Press.

Kinchin, I.M. (2023). Towards an ecological perspective: Reflections on leadership journeys. In: Rao, N., Hosein, A. & Kinchin, I.M. (Eds.), Narratives of academics’ personal journeys in contested spaces: Leadership identity in learning and teaching in higher education. (pp. 197-213), London, Bloomsbury.

Kinchin, I.M. (2023). Reflections on disciplinary and institutional leadership: Crossing the abyss. In: Hosein, A. Rao, N. & Kinchin, I.M. (Eds.), Narratives of becoming leaders in disciplinary and institutional contexts: Leadership identity in learning and teaching in higher education. (pp. 171-182), London, Bloomsbury.

Kinchin, I. M. (2023). Rhizomatic teacher development in the context of the ecological university. In M. S. Khine (Ed.). New Directions in Rhizomatic Learning: From Poststructural Thinking to Nomadic Pedagogy, (pp. 26 - 40), London: Routledge.  

Gravett, K., Kinchin, I.M. & Winstone, N.E. (2022). Evolving identities: a collaborative autoethnography in supervising and being supervised by colleagues. In: Chong, S-W. & Johnson, N.N. (eds.). PhD by Publication: Landscape and Narratives. (pp. 119 - 134) Cham, Switzerland, Palgrave Macmillan. 

Correia, P.R.M. & Kinchin, I.M. (2022) Pedagogic resonance and threshold concepts to access the hidden complexity of Education for Sustainability. In: Machado, C. & Davim, J.P. (Eds.) Higher Education for Sustainable Development Goals. (pp.1 - 22) River Publishers, Aalborg, Denmark.

Kinchin, I.M. (2021) Towards a pedagogically healthy university: The essential foundation for excellence in student-staff partnerships. In: Heron, M., Balloo, K., & Barnett, L., (Eds.) Exploring Disciplinary Teaching Excellence in Higher Education: Student-Staff Partnerships for Research. (pp. 183 - 197) Cham, Switzerland; Palgrave Macmillan.

Kinchin, I.M. (2020). Enhancing the quality of concept mapping interventions in undergraduate science. In: Mintzes, J.J. & Walter, E.M. (Eds.) Active learning in college science: The case for evidence-based practice. (pp. 107-119) Berlin, Springer Nature.

Lygo-Baker, S., Kinchin, I.M. & Winstone, N.E. (2019) The single voice fallacy. In: Lygo-Baker, S., Kinchin, I.M. & Winstone, N.E. (Eds.) Engaging Student Voices in Higher Education:  Diverse Perspectives and Expectations in Partnership. (pp. 1 – 15) Switzerland, Palgrave Macmillan.

Kinchin, I.M. & Kinchin, A.M. (2019) Finding an identity in the crowd: A single-case framed narrative of being in the invisible majority. In: Lygo-Baker, S., Kinchin, I.M. & Winstone, N.E. (Eds.) Engaging Student Voices in Higher Education:  Diverse Perspectives and Expectations in Partnership. (pp. 19 - 36) Switzerland, Palgrave Macmillan.

Kinchin, I.M. & Kandiko Howson, C.B. (2019) Student voice(s) on the enactment of the research-teaching nexus. In: Lygo-Baker, S., Kinchin, I.M. & Winstone, N.E. (Eds.) Engaging Student Voices in Higher Education:  Diverse Perspectives and Expectations in Partnership. (pp. 279 - 295) Switzerland, Palgrave Macmillan.

Lygo-Baker, S., Kinchin, I.M. & Winstone, N.E. (2019) When all is said and done: consensus or pluralism? In: Lygo-Baker, S., Kinchin, I.M. & Winstone, N.E. (Eds.) Engaging Student Voices in Higher Education:  Diverse Perspectives and Expectations in Partnership. (pp. 315 - 325) Switzerland, Palgrave Macmillan

Kinchin, I.M. (2019) Pedagogic frailty and the ecology of teaching at university. In Railean, E. (Ed.) Handbook of Research on Ecosystem-Based Theoretical Models of Learning and Communication. (pp. 154 - 166), Hershey, IGI Global.    

Kinchin, I.M. (2019) Accessing expert understanding: The value of visualising knowledge structures in professional education In: Trimmer, K., Newman, T., Thorpe, D. & Padro, F. (Eds.) Ensuring quality in professional education Volume 2 (pp. 71 - 89) Palgrave McMillan.

Kinchin, I.M., Kingsbury, M. and Buhmann, S.Y. (2018) Research as pedagogy in academic development. In: Medland, E., Watermeyer, R., Hosein, A., Kinchin, I.M. & Lygo-Baker, S. (Eds.) (2018) Pedagogical Peculiarities: Conversations at the Edge of University Teaching and Learning. (pp. 49 - 67) Rotterdam, Brill/Sense.

Kinchin, I.M. (2017) Mapping the terrain of pedagogic frailty. In: Kinchin, I.M. & Winstone, N.E. (Eds.) Pedagogic frailty and resilience in the university. (pp. 1 - 16) Rotterdam, Sense Publishers.

Kinchin, I.M. & Winstone, N.E. (2017) Pedagogic frailty: Opportunities and challenges. In: Kinchin, I.M. & Winstone, N.E. (Eds.) Pedagogic frailty and resilience in the university. (pp. 211 - 225) Rotterdam, Sense Publishers.

Kinchin, I.M. (2016) The mapping of pedagogic frailty: A concept in which connectedness is everything. In: Cañas, A., Reiska, P. and Novak, J. (Eds.) Innovating with Concept Mapping. (pp. 229 - 240). Springer International Publishing.

Kandiko Howson, C.B. and Kinchin, I.M. (2014) Mapping the doctorate: A longitudinal study of PhD students and their supervisors. In: Shedletsky, L. and Beaudry, J.S. (Eds.) Cases on Teaching Critical Thinking through Visual Representation Strategies. (pp. 445 - 464) IGI Global.

Kinchin, I.M. (2013), Visualising Knowledge Structures to Highlight the Articulation between Theory and Method in Higher Education Research, in Huisman, J. and Tight, M. (Eds.) Theory and Method in Higher Education Research (International Perspectives on Higher Education Research, Volume 9), (pp. 199 - 218) Emerald Group Publishing Limited,

Kinchin, I.M. (2012) Visualizing knowledge structures of university teaching to relate pedagogic theory and academic practice. In: Groccia, J., Al-Sudairi, M.A.T. and Buskist, W. (Eds.) Handbook of College and University Teaching: A Global Perspective. Thousand Oaks, Sage. (pp. 314 - 332). ISBN 978-1412988155

Kinchin, I.M. (2011) Le mappe concettuali: Uno strumento per imparare. [Concept maps: A tool for learning]. In: Genovese, E., Ghidoni, E., Guaraldi, G. and Stella, G. (Eds.) Dislessia nei giovani adulti: Strumenti compensativi e strategie per il successo. Trento, Erickson. (pp. 128 - 134). ISBN 978-88-6137-861-2 [In Italian].

Kinchin, I.M. (2011) Relating knowledge structures to learning styles and university teaching. In: Rayner, S. and Cools, E. (Eds.) Style differences in cognition, learning, and management. London, Routledge. (pp. 129 - 142). ISBN 978-0-415-80199-7

Kinchin, I.M., Cabot, L.B. and Hay, D.B. (2010) Visualising expertise: Revealing the nature of a threshold concept in the development of an authentic pedagogy for clinical education. In: Meyer, J.H.F., Land, R. and Baillie, C. (Eds.) Threshold concepts and transformational learning. Rotterdam, Sense Publishers. (pp. 81 - 95). ISBN 978-94-6091-205-4

Kinchin. I.M. (2007) PowerPoint-præsentation og concept mapping. [PowerPoint presentations and concept mapping] In: Knoop, H.H., Lassen, L.M. and Boström, L. (Eds.) Læring og læringsstile - om inikke og fælles veje i pædagogikken. Copenhagen, Dansk Psykologisk Forlag. (pp. 123 - 151). ISBN 978-87-7706-103-5 [In Danish].

Papers in refereed journals:

Kinchin, I.M. (due 2024) Realising the potential of ecological thinking in our universities. Journal of Biological Education, https://doi.org/10.1080/00219266.2024.2347737

Kinchin, I.M. and Pugh, S. (2024) Ecological dynamics in the third space: A diffractive analysis of academic development. London Review of Education, 22(1): 17.  https://doi.org/10.14324/LRE.22.2.17 

Kinchin, I.M. and Pugh, S. (2024) The complex transition to academic development: an ecological perspective. International Journal for Academic Development, 29(1): 141-145.  https://doi.org/10.1080/1360144X.2023.2263420. 

Kinchin, I.M. (2023) Five moves towards an ecological university. Teaching in Higher Education, 28(5): 918-932.  https://doi.org/10.1080/13562517.2023.2197108 

Correia, P.R.M., Kinchin, I.M. and Conceição, A.N. (2023) Using concept maps to surf semantic waves in the pursuit of powerful knowledge structures. Knowledge Management & E-Learning, 15(3): 381 - 391. https://doi.org/10.34105/j.kmel.2023.15.022  

Kinchin, I.M., Balloo, K., Barnett, L., Gravett, K., Heron, M., Hosein, A., Lygo-Baker, S., Medland, E., Winstone, N. and Yakovchuk, N. (2023). Poems and pedagogic frailty: uncovering the affective within teacher development through collective biography. Arts & Humanities in Higher Education, 22(3): 305 – 321. https://doi.org/10.1177/14740222221147483 

Correia, P.R.M., Kinchin, I.M. and Paixão, T. (2023) Threshold concepts as a missing piece needed to frame teaching in Analytical Chemistry. Journal of Chemical Education, 100(4): 1419-1425  https://doi.org/10.1021/acs.jchemed.2c00376 

Kinchin, I.M. & Thumser, A.E. (2023) Mapping the 'becoming-integrated-academic': An autoethnographic case study of professional becoming in the BioSciences. Journal of Biological Education, 57(4): 715 - 726.  https://doi.org/10.1080/00219266.2021.1941191

Gravett, K., Baughan, P., Rao, N. and Kinchin, I.M. (2023) Spaces. and places for connection in the postdigital university. Postdigital Science and Education, 5(3): 694-715. https://doi.org/10.1007/s42438-022-00317-0

Kinchin, I.M. (2022) The Ecological Root Metaphor for Higher Education: Searching for Evidence of Conceptual Emergence within University Education Strategies. Education Sciences, 12, 528. https://doi.org/10.3390/educsci12080528  

Kinchin, I.M. (2022) Care as a threshold concept for teaching in the salutogenic university. Teaching in Higher Education, 27(2), 171 - 184.  https://doi.org/10.1080/13562517.2019.1704726

Kinchin, I.M. (2022) An ecological lens on the professional development of university teachers. Teaching in Higher Education, 27(6): 831 – 839. https://doi.org/10.1080/13562517.2021.2021394   

Kinchin, I.M. (2022) Exploring dynamic processes within the ecological university: A focus on the adaptive cycle. Oxford Review of Education, 48(5): 675-692.   https://doi.org/10.1080/03054985.2021.2007866 

Kandiko Howson, C., Kinchin, I.M. & Gravett, K. (2022) Belonging in Science: Democratic Pedagogies for Cross‐Cultural PhD Supervision. Education Sciences, 12, 121. https://doi.org/10.3390/educsci12020121  

Kinchin, I.M. & Correia, P.R.M. (2021) Visualizing the complexity of knowledges to support the professional development of university teaching. Knowledge, 1(1), 52-60. https://doi.org/10.3390/knowledge1010006  

Kinchin, I.M., Derham, C., Foreman, C., McNamara, A. & Querstret, D. (2021) Exploring the salutogenic university: Searching for the triple point for the becoming-caring-teacher through collaborative cartography. Pedagogika, 141(1), 94-112.  https://doi.org/10.15823/p.2021.141.5 

Ali, X., Tatam, J., Gravett, K. & Kinchin, I.M. (2021). Partnership values: An evaluation of student-staff research projects at a UK higher education institution. International Journal for Students as Partners, 5(1). https://doi.org/10.15173/ijsap.v5i1.4354

Kinchin, I.M., Winstone, N.E. & Medland, E. (2021) Considering the concept of recipience in student learning from a modified Bernsteinian perspective. Studies in Higher Education, 46(11), 2296 - 2308.  https://doi.org/10.1080/03075079.2020.1717459

Gravett, K. & Kinchin, I. M. (2021) The role of academic referencing within students’ identity development. Journal of Further and Higher Education, 45(3), 377 - 388.  https://doi.org/10.1080/0309877X.2020.1766665

Aguiar, J.G., Kinchin, I.M., Correia, P.R.M., Infante-Malachias, M.E. & Paixão, T.R.L.C. (2020) Uncovering and comparing academics’ views of teaching using the pedagogic frailty model as a tool: a case study in science education. Educational Research, 62(4), 434 - 454.  https://doi.org/10.1080/00131881.2020.1831941

Gravett, K. & Kinchin, I.M. (2020) Revisiting ‘A “teaching excellence” for the times we live in’: posthuman possibilities. Teaching in Higher Education, 25(8), 1028-1034  https://doi.org/10.1080/13562517.2020.1807497 . 

Kinchin, I.M. & Gravett, K. (2020) Concept mapping in the age of Deleuze: Fresh perspectives and new challenges. Education Sciences, 10(3), 82.  https://doi.org/10.3390/educsci10030082

Gravett, K., Kinchin, I. M. & Winstone, N. E. (2020). Frailty in transition? Troubling the norms, boundaries and limitations of transition theory and practice. Higher Education Research and Development, 39(6), 1169-1185.  https://doi.org/10.1080/07294360.2020.1721442  

Gravett, K. & Kinchin, I.M. (2020) Referencing and empowerment: exploring barriers to agency in the higher education student experience. Teaching in Higher Education, 25(1), 84 – 97. https://doi.org/10.1080/13562517.2018.1541883 

Kinchin, I.M. (2020) A ‘species identification’ approach to concept mapping in the classroom. Journal of Biological Education, 54(1), 108 - 114 https://doi.org/10.1080/00219266.2018.1546763 

Gravett, K., Kinchin, I. M., Winstone, N. E., Balloo, K., Heron, M., Hosein, A., Lygo-Baker, S., & Medland, E. (2020). The development of academics’ feedback literacy: Experiences of learning from critical feedback via scholarly peer review. Assessment and Evaluation in Higher Education. 45(5), 651-665 https://doi.org/10.1080/02602938.2019.1686749 .

Gravett, K., Kinchin, I.M. & Winstone, N.E. (2020) ‘More than customers’: Conceptions of students as partners held by students, staff, and institutional leaders. Studies in Higher Education, 45(12), 2574 - 2587  https://doi.org/10.1080/03075079.2019.1623769  

Kinchin, I.M. (2019) The salutogenic management of pedagogic frailty: A case of educational theory development using concept mapping. Education Sciences,9(2), 157.  https://doi.org/10.3390/educsci9020157     

Aguiar, J.G., Thumser, A.E., Bailey, S.G., Trinder, S.L., Bailey, I., Evans, D.L. & Kinchin, I.M. (2019) Scaffolding a collaborative process through concept mapping: a case study on faculty development. PSU Research Review, 3 (2),  85-100  https://doi.org/10.1108/PRR-10-2018-0030        .

Rivers, C. & Kinchin, I.M. (2019) Dynamic learning: Designing a hidden pedagogy to enhance critical thinking skills development. Management Teaching Review,4(2), 148 - 156.  https://doi.org/10.1177/2379298118807224

Kinchin, I.M., Möllits, A. & Reiska, P. (2019) Uncovering types of knowledge in concept maps. Education Sciences, 9(2), 131. https://doi.org/10.3390/educsci9020111.

Rao, N., Mace, W., Hosein, A. & Kinchin, I.M. (2019) Pedagogic democracy vs. pedagogic supremacy: Migrant academic perspectives. Teaching in Higher Education, 24(5), 599 - 612. https://doi.org/10.1080/13562517.2019.1596078

Heron, M., Kinchin, I.M. & Medland, E. (2018) Interview talk and the co-construction of concept maps. Educational Research, 60(4): 373 - 389.  https://doi.org/10.1080/00131881.2018.1522963      

Kinchin, I.M., Heron, M., Hosein, A., Lygo-Baker, S., Medland, E., Morley, D. & Winstone, N.E. (2018) Researcher-led academic development. International Journal for Academic Development, 23(4), 339 - 354.

Kinchin, I.M. and Wiley, C. (2018) Tracing pedagogic frailty in arts and humanities education: An autoethnographic perspective. Arts & Humanities in Higher Education, 17(2), 241-264.

Kinchin, I.M. (2017) Visualising the pedagogic frailty model as a frame for the scholarship of teaching and learning. PSU Research Review, 1(3), 184-193.

Kinchin, I.M. (2017) Pedagogic frailty: A concept analysis. Knowledge Management & E-Learning, 9(3), 295-310.

Winstone, N.E. and Kinchin, I.M. (2017) Teaching sensitive topics: Psychological Literacy as an antidote to Pedagogic Frailty. Psychology Teaching Review, 32(1): 15 - 29.

Kinchin, I.M., Hosein, A., Medland, E., Lygo-Baker, S., Warburton, S., Gash, D., Rees, R., Loughlin, C., Woods, R., Price, S. and Usherwood, S. (2017) Mapping the development of a new MA programme in higher education: Comparing private perceptions of a public endeavour. Journal of Further and Higher Education, 41 (2): 155-171.

Kinchin, I.M. and Francis, R.A. (2017) Mapping pedagogic frailty in geography education: A framed autoethnographic case study. Journal of Geography in Higher Education, 41(1): 56 - 74.

Kinchin, I.M. and Wilkinson, I. (2016) A single-case study of carer agency. Journal of Nursing Education and Practice, 6(11): 34 - 45.

Kinchin, I.M. and Cabot, L.B. (2016) Framed autoethnography as an approach for uncovering pedagogic frailty. Contemporary Educational Researches Journal, 6(1): 36 - 43.

Kinchin, I.M., Alpay, E., Curtis, K., Franklin, J., Rivers, C. and Winstone, N.E. (2016) Charting the elements of pedagogic frailty. Educational Research, 58(1): 1 - 23.

Karolcik, S., Cipkova, E. and Kinchin, I.M. (2016) Teacher attitudes to professional development of proficiency in the classroom application of digital technologies. International Education Studies, 9(4): 9 - 19.

Kinchin, I.M. (2015) Novakian concept mapping in university and professional education. Knowledge Management & E-Learning, 7(1): 1 - 5.

Yiend, J., Weller, S. and Kinchin, I.M. (2014) Peer observation of teaching: The interaction between peer review and developmental models of practice. Journal of Further and Higher Education, 38(4): 465 - 484.

Rienties, B. and Kinchin, I.M. (2014) Understanding (in)formal learning in an academic development programme: A social network perspective. Teaching and Teacher Education, 39: 123 - 135.

Kinchin, I.M. (2014) Concept mapping as a learning tool in higher education: A critical analysis of recent reviews. The Journal of Continuing Higher Education, 62(1): 39 - 49.

Miller, N.L. and Kinchin, I.M. (2013) Observación por Pares Basada en Mapas Conceptuales: Una Estrategia para Fomentar el “Scholarship of Teaching and Learning” en la Universidad Tecnológica de Panamá. Revista de investigación de la Universidad Tecnológica de Panamá, 9(2): 5 - 13.

Kinchin, I.M. (2013) Concept mapping and the fundamental problem of moving between knowledge structures. Journal for Educators, Teachers and Trainers, 4(1): 96 - 106.

Kandiko, C.B. and Kinchin, I.M. (2013) Developing discourses of knowledge and understanding: Longitudinal Studies of PhD Supervision. London Review of Education, 11(1): 46-58

Kinchin. I.M. and Miller, N.L. (2012) 'Structural Transformation' as a threshold concept in university teaching. Innovations in Education and Teaching International, 49(2): 207 - 222.

Kandiko, C.B. and Kinchin, I.M. (2012) What is a doctorate? A concept-mapping analysis of process versus product in the supervision of lab-based PhDs. Educational Research, 54(1): 3-16.

Kinchin, I.M. (2012) Avoiding technology-enhanced non-learning British Journal of Educational Technology, 43(2): E43 - E48.

Kinchin. I.M. (2011) Visualizing knowledge structures in biology: discipline, curriculum and student understanding. Journal of Biological Education, 45(4): 183-189.

Modo, M. and Kinchin, I.M. (2011) A conceptual framework for interdisciplinary curriculum design: a case study in neuroscience. Journal of Undergraduate Neuroscience Education, 10(1): A71 - A79

King, A.J., Bowe, J., Sprake, J.A. and Kinchin, I.M. (2011) In vivo laboratory practicals in research-led teaching: an example using glucose tolerance tests in lean and obese mice. Journal of Pharmacological and Toxicological Methods, 64(2): 166 - 172

Kinchin, I.M., Cabot, L.B., Kobus, M. and Woolford, M. (2011) Threshold concepts in dental education. European Journal of Dental Education, 15(4): 210 - 215.

James, K.L., Davies, G., Kinchin, I.M., Patel, J. and Whittlesea, C. (2010) Understanding vs. competency: The case of accuracy checking dispensed medicines in pharmacy. Advances in Health Sciences Education, 15(5): 735 - 747.

Kinchin, I.M. (2010) The curious water bear. Biological Sciences Review, 23(2): 22 - 25.

Kinchin, I.M. and Cabot, L.B. (2010) Reconsidering the dimensions of expertise: from linear stages towards dual processing. London Review of Education, 8(2): 153 - 166.

Kinchin, I.M., Streatfield, D. and Hay D.B. (2010) Using concept mapping to enhance the research interview. International Journal of Qualitative Methods, 9(1): 52 - 68.

Kinchin, I.M. (2010) Solving Cordelia's dilemma: threshold concepts within a punctuated model of learning. Journal of Biological Education, 44(2): 53 - 57

Kinchin, I.M. (2009) A knowledge structures perspective on the scholarship of teaching and learning. International Journal for the Scholarship of Teaching and Learning, 3(2): http://www.georgiasouthern.edu/ijsotl .

Kinchin, I.M., Hatzipanagos, S. and Turner, N. (2009) Epistemological separation of research and teaching among graduate teaching assistants. Journal of Further and Higher Education, 33(1): 45 - 55.

Kinchin, I.M. and Cabot, L.B. (2009) An introduction to concept mapping in dental education: The case of partial denture design. European Journal of Dental Education, 13(1): 20 - 27.

Kinchin, I.M., Baysan, A. and Cabot, L.B. (2008) Towards a pedagogy for clinical education: beyond individual learning differences. Journal of Further and Higher Education, 32(4): 373 - 387.

Kinchin, I.M., Chadha, D. and Kokotailo, P. (2008) Using PowerPoint as a lens to focus on linearity in teaching. Journal of Further and Higher Education, 32(4): 333 - 346.

Hay, D.B., Kehoe, C., Miquel, M.E., Kinchin, I.M., Hatzipanagos, S., Keevil, S.F. and Lygo-Baker, S. (2008) Measuring e-learning quality. British Journal of Educational Technology, 39(6): 1037 - 1056.

Hay, D.B., Wells, H. and Kinchin, I.M. (2008) Quantitative and qualitative measures of student learning at university level. Higher Education, 56(2): 221 - 239.

Kinchin, I.M. (2008) Tardigrades and anhydrobiosis: Water bears and water loss. The Biochemist, 30(4): 18 - 20.

Kinchin, I.M., Cabot, L.B. and Hay, D.B. (2008) Using concept mapping to locate the tacit dimension of clinical expertise: Towards a theoretical framework to support critical reflection on teaching. Learning in Health and Social Care, 7(2): 93 - 104.

Hay, D.B., Kinchin, I.M. and Lygo-Baker, S. (2008) Making learning visible: the role of concept mapping in higher education. Studies in Higher Education, 33(3): 295 - 311.

Hay, D.B. and Kinchin, I.M. (2008) Using concept mapping to measure learning quality. Education and Training, 50(2): 167 - 182.

Kinchin, I.M., Cabot, L.B. and Hay, D.B. (2008) Visualising expertise: towards an authentic pedagogy for higher education. Teaching in Higher Education, 13(3): 315 - 326.

Kinchin, I.M., Lygo-Baker, S. and Hay, D.B. (2008) Universities as centres of non-learning. Studies in Higher Education, 33(1): 89 - 103.

Kinchin, I.M. and Cabot, L.B. (2007) Using concept mapping principles in PowerPoint. European Journal of Dental Education, 11(4): 194 - 199.

Cabot, L.B., Patel, H.M. and Kinchin, I.M. (2007) Dental vocational training: Identifying and developing trainer expertise. British Dental Journal, 203(6): 339 - 345.

Kinchin, I.M. and Hay, D.B. (2007) The myth of the research-led teacher. Teachers and Teaching: theory and practice, 13(1): 43 - 61.

Lomas, L. and Kinchin, I.M. (2006) Developing a peer observation program with university teachers. International Journal of Teaching and Learning in Higher Education, 18(3): 204 - 214.

Kinchin, I.M. (2006) Developing PowerPoint handouts to support meaningful learning. British Journal of Educational Technology, 37(4): 647 - 650.

Hay, D.B. and Kinchin, I.M. (2006) Using concept maps to reveal conceptual typologies. Education and Training, 48 (2&3): 127 - 142.

Kinchin, I.M. (2006) Concept mapping, PowerPoint, and a pedagogy of access. Journal of Biological Education, 40(2): 79 - 83.

Kinchin, I.M. (2005) Writing to be published or writing to be read? Journal of Natural History, 39(36): 3229 - 3233.

Kinchin, I.M. (2005) The changing philosophy underlying secondary school science teaching in England: implications for teaching in Higher Education. Education Today, 55(3): 16 - 23.

Kinchin, I.M. and Alias, M. (2005) Exploiting variations in concept map morphology as a lesson-planning tool for trainee teachers in Higher Education. Journal of In-service Education, 31(3): 569 - 591.

Kinchin, I.M. and Hay, D.B. (2005) Using concept maps to optimize the composition of collaborative student groups: a pilot study. Journal of Advanced Nursing, 51(2): 182 - 187.

Kinchin, I.M. (2005) Preparing students for study in higher education. Education Today, 55(2): 29 - 32.

Kinchin, I.M., DeLeij, F.A.A.M. and Hay, D.B. (2005) The evolution of a collaborative concept mapping activity for undergraduate microbiology students. Journal of Further and Higher Education, 29(1): 1-14.

Kinchin, I.M. (2005) Reading scientific papers for understanding: Revisiting Watson and Crick (1953). Journal of Biological Education, 39(2): 73 - 75.

Kinchin, I.M. (2004) Investigating students' beliefs about their preferred role as learners. Educational Research, 46(3): 301 - 312.

Kinchin, I.M. (2004) Achieving a shared understanding of the learners' role through teacher-student dialogue. Education Today, 54(1): 28 - 30.

Kinchin, I.M. (2003) Effective teacher - student dialogue: a model from biological education. Journal of Biological Education, 37(3): 110-113

Kinchin, I.M. (2001) If concept mapping is so helpful to learning biology, why aren't we all doing it? International Journal of Science Education, 23(12): 1257-1269

Kinchin, I.M. (2000) From 'ecologist' to 'conceptual ecologist': The utility of the conceptual ecology analogy for teachers of biology. Journal of Biological Education, 34(4): 178 - 183.

Kinchin, I.M. (2000) On the significance of a 'minor' phylum (The Tardigrada) in the context of a constructivist view of knowledge. Perspectives in Biology and Medicine, 43(3): 243 - 251.

Kinchin, I.M. (2000) Concept mapping in biology. Journal of Biological Education, 34(2): 61 - 68.

Kinchin, I.M., Hay, D.B. and Adams, A. (2000) How a qualitative approach to concept map analysis can be used to aid learning by illustrating patterns of conceptual development. Educational Research, 42(1): 43 -57.

Kinchin, I.M. (1996) Morphometric analysis of Ramazzottius varieornatus (Hypsibiidae, Eutardigrada). Zoological Journal of the Linnean Society, London, 116(1&2): 51 - 60.

Kinchin, I.M. (1995) The taxonomic status of some British tardigrades. The Quekett Journal of Microscopy, 37(6): 499 - 504.

Kinchin, I.M. (1995) Evolutionary trends in the tardigrades. The Quekett Journal of Microscopy, 37(6): 493 - 498.

Kinchin, I.M. (1995) Tardigrades: Little monsters in the moss. Biologist, 42(4): 166 - 170.

Bertolani, R. and Kinchin, I.M. (1993) A new species of Ramazzottius (Tardigrada, Hypsibiidae) in a rain gutter sediment from England. Zoological Journal of the Linnean Society, London, 109: 327 - 333.

Kinchin, I.M. (1993) An observation on the body cavity cells of Ramazzottius (Hypsibiidae, Eutardigrada). The Quekett Journal of Microscopy, 37(1): 52 - 55.

Kinchin, I.M. (1993) Teaching ecology in England and Wales - A survey of current practice. Journal of Biological Education, 27(1): 29 - 33.

Kinchin, I.M. (1992) What is a tardigrade? Microscopy, 36(8): 628 - 634.

Kinchin, I.M. (1990) The moss fauna 3: Arthropods. Journal of Biological Education, 24(2): 93 - 99.

Kinchin, I.M. (1989) The moss fauna 2: Nematodes. Journal of Biological Education, 23(1): 37 - 40.

Kinchin, I.M. (1988) Ecology of the mural flora. Journal of Biological Education, 22(4): 263 - 266.

Kinchin, I.M. (1987) The moss fauna 1: Tardigrades. Journal of Biological Education, 21(4): 288 - 290.

Kinchin, I.M. (1987) A simplified key to some common freshwater invertebrate animals. School Science Review, 346, 69: 71 - 73.

Kinchin, I.M. (1986) A mounting medium suitable for use in the field. Proceedings of the Royal Microscopical Society, 21(3): 135.

Recent and forthcoming conference presentations:

Correia, P.R.M., Kinchin, I.M. and Conceição, A. (2022) Using concept maps to surf semantic waves in the pursuit of powerful knowledge structures. Paper presented at the 8th International Conference on Concept Mapping (CMC) 26th – 28th September, Valletta, Malta.

Kinchin, I.M. (2020) Pedagogic health and the salutogenic management of university teaching. 6th International Conference on Salutogenesis. 14th – 15th April. University of Zurich, Switzerland. [postponed due to the coronavirus pandemic].

Rao, N., Kinchin, I.M., Hosein, A., Mace, W. (2018) Migrant Academics and Professional Learning Gains: Perspectives of the Native Academic.  Paper presented at the annual conference of the Society for Research into Higher Education (SRHE), 5th – 7th December, Celtic Manor, Wales.

Gravett, K. and Kinchin, I.M. (2018) Referencing and inclusion: exploring barriers to agency in the higher education student experience. Paper presented at the annual conference of the Society for Research into Higher Education (SRHE), 5th – 7th December, Celtic Manor, Wales.

Aguiar, J. G, Kinchin, I. M., Heron, M., & Correia, P. R. M. (2018). Comparing interview-driven and questionnaire-driven concept mapping processes: a focus on the research-teaching nexus in higher education. Proceedings of the Eighth International Conference on Concept Mapping, Medellín: EAFIT, Colombia.

Kinchin, I.M. and Winstone, N.E. (2017) Pedagogic frailty: A lens to support professional development of senior academics. Paper presented at the annual conference of the Society for Research into Higher Education (SRHE), 6th - 8th December, Celtic Manor, Wales .

Heron, M., Hosein, A., Kinchin, I.M., Medland, E. and Winstone, N.E. (2017) Researcher-led academic development. Paper presented at the annual conference of the Society for Research into Higher Education (SRHE), 6th - 8th December, Celtic Manor, Wales.

Rogaten, J., Jugariu, M., Hutchings, C., Scott, I., Kinchin, I.M., Sharpe, R. and Lygo-Baker, S. (2017) Longitudinal analysis of students' learning gains in Higher Education. Paper presented at the annual conference of the Society for Research into Higher Education (SRHE), 6th - 8th December, Celtic Manor, Wales.

Kinchin, I.M. (2017) Using concept mapping to develop theory in educational research. Keynote presentation at the 1st Asian Pacific Concept Mapping Conference, 20th - 22nd September, Beijing Normal University, Beijing, China.

Morley, D., Winstone, N.E. and Kinchin, I.M. (2017) Working with students to create authentic and timely course evaluation - a case study using a structured qualitative approach. Paper presented at the HEA Annual Conference, 4th - 6th July, Manchester Conference Centre, Manchester, UK.

Correia, P.R.M., Aguiar, J.G. & Kinchin, I.M. (2017). Mapping pedagogic frailty in science education: a comparison of academics' espoused values. Paper accepted for presentation at the 17th EARLI Conference, 29th August - 2nd September, Tampere, Finland.

Gkritzali, A., Morgan, N. & Kinchin, I.M. (2017), Pedagogic frailty and conventional wisdom in tourism education, 7th. International Critical Tourism Studies Conference, 25th -29th June, Palma de Mallorca, Spain

Rogaten, J., Rienties, B., Whitelock, D., Cross, S., Littlejohn, A., Sharpe, R., Lygo-Baker, S., Warburton, S. and Kinchin, I.M. (2016) Multilevel Modelling of Learning Gains: The Impact of Module Particulars on Students' Learning in Higher Education. Paper presented at the annual conference of the Society for Research into Higher Education (SRHE). 7th - 9th December, Celtic Manor, Wales.

Kinchin, I.M. (2016) The mapping of pedagogic frailty: A concept in which connectedness is everything. Paper presented at the 7th International Conference on Concept Mapping (CMC) 5th - 9th September, Tallinn, Estonia.

Kinchin, I.M. (2015) Pedagogic frailty: an initial consideration of aetiology and prognosis. Paper presented at the annual conference of the Society for Research into Higher Education (SRHE). 9th - 11th December, Celtic Manor, Wales.

Kinchin, I.M. and Cabot, L.B. (2015) Framed autoethnography as an approach for uncovering pedagogic frailty. Paper presented at the 6th World Conference on Learning, Teaching and Educational Leadership. 29th - 31st October, University of Descartes, Paris, France.

Kinchin, I.M. (2014) Educational practice with concept maps. Invited presentation at the University of São Paulo, Brazil, 26th September.

Kinchin, I.M. (2014) Broadening the scope and impact of concept mapping on educational research and practice. Keynote presentation at the 6th International Conference on Concept Mapping (CMC). 23rd - 25th September, Santos, Brazil.

Kinchin, I.M., Hosein, A., Medland, E., Lygo-Baker, S., Warburton, S., Gash, D., Rees, R., Loughlin, C., Woods, R., Price, S. and Usherwood, S. (2014) Concept mapping-mediated reflections on the design of a new M.A. programme in higher education. Paper presented at the 6th International Conference on Concept Mapping (CMC). 23rd - 25th September, Santos, Brazil.

Kinchin, I.M. (2014) Enhancing the learning potential of concept mapping within university teaching. Paper presented at The European Conference on Educational Research, (ECER), 2nd - 5th September, Porto, Portugal.

Kinchin, I.M. and Kandiko Howson, C.B. (2014) Perspectives of research-rich teaching: A meta-analysis of nine disciplinary student-authored case studies. Paper presented at The European Conference on Educational Research, (ECER), 2nd - 5th September, Porto, Portugal.

Kinchin, I.M. and Medland, E. (2014) Increasing the learning potential of concept mapping for teachers and students. Paper presented at the 21st International Conference on Learning, 14th - 17th July, New York, USA.

Kinchin, I.M. and Kandiko Howson, C.B. (2014) Students investigating the undergraduate curriculum to reveal faculty perceptions of research-teaching links. Paper presented at the 21st International Conference on Learning, 14th - 17th July, New York, USA.

Kinchin, I.M. (2014) Of knowledge structures and semantic waves: What are the implications for learning styles research? Paper presented at the 19th European Learning Styles Information Network (ELSIN), 18th June, University of the West of Scotland, Paisley, Scotland.

Kinchin, I.M. (2014) Engaging students in lectures. Invited presentation at Prince Sultan University, 12th May, Riyadh, Saudi Arabia.

Kinchin, I.M. (2013) The significance of knowledge structures in Technology-Enhanced Learning: A Bernsteinian analysis of the TPACK* framework. (*TPACK = Technology, Pedagogy and Content Knowledge). Paper presented at the Society for Research into Higher Education (SRHE) Annual Conference, 11th - 13th December, Newport, Wales.

Kinchin, I.M. and Kandiko, C.B. (2013) Undergraduate research as pedagogy for the twenty-first century university: Student-generated perspectives on research-teaching links. Paper presented at the Society for Research into Higher Education (SRHE) Annual Conference, 11th - 13th December, Newport, Wales.

Kinchin, I.M. (2013) A consideration of knowledge structures in Technology-Enhanced Learning: A Bernsteinian analysis of the TPACK* framework. (*TPACK = Technology, Pedagogy and Content Knowledge). Paper presented at the Education and Learning: Sociological Perspectives Conference. 25th September, Surrey University, Guildford, UK

Kinchin, I.M. (2013) Visualising learning to support change in the university. Paper presented at the Symposium on Global Perspectives on College and University Teaching. April 7th - 9th, Auburn University, Auburn, Alabama, USA.

Kinchin, I.M. and Cabot, L.B. (2012) The 'expert student' concept as a basis for curriculum reform. Paper presented at the Society for Research into Higher Education (SRHE) Annual Conference, 12th - 14th December, Newport, Wales.

Kinchin, I.M. (2012) Concept mapping and the fundamental problem of moving between knowledge structures. Keynote presentation at the 5th Concept Mapping Conference (CMC), 17th - 20th September, Valletta, Malta.

Miller, N.L. and Kinchin, I.M. (2012) Uso de mapas conceptuales en un programa de observación por pares. [Use of concept maps in a peer-observation programme] Presentation at the 5th Concept Mapping Conference (CMC), 17th - 20th September, Valletta, Malta.

Kandiko, C.B. and Kinchin, I.M. (2012) Follow the arrows: Tracing the underlying structure of a doctorate. Presentation at the 5th Concept Mapping Conference (CMC), 17th - 20th September, Valletta, Malta.

Kandiko, C.B. and Kinchin, I.M. (2012) Challenges in cross-cultural PhD supervision: mapping to facilitate dialogue. Presentation at the 5th Concept Mapping Conference (CMC), 17th - 20th September, Valletta, Malta.

Kinchin, I.M. (2012) Threshold concepts and the expert student: A knowledge structures perspective on teaching, learning and academic development. Paper presented at the 4th Biennial Threshold Concepts Conference, 27th - 29th June, Trinity College, Dublin, Ireland.

Kinchin, I.M. and Cabot, L.B. (2012) Threshold concepts and the spiral curriculum: complementary or conflicting ideas? Paper presented at the 4th Biennial Threshold Concepts Conference, 27th - 29th June, Trinity College, Dublin, Ireland.

Kobus, M., Kinchin, I.M., Cabot, L.B. and Woolford, M. (2012) Exploring the relationship between curriculum, learning process and the theory of threshold concepts in the context of dental education. Paper presented at the 4th Biennial Threshold Concepts Conference, 27th - 29th June, Trinity College, Dublin, Ireland.

Kinchin, I.M. and Cabot, L.B. (2012) Supporting the expert student. Paper presented at the 6th Excellence in Teaching Conference, 19th June, King's College London, UK.

Abrahamson, B-E., Cleary, S., Hall, R., Kwok, A.Y.H., Lynch, S., Varambhia, A., Walker, E., Wickenden, J., Worton, J., Markless, S. and Kinchin, I.M. (2012) Students as co-researchers of the curriculum. Paper presented at the 6th Excellence in Teaching Conference, 19th June, King's College London, UK.

Kinchin, I.M. and Cabot, L.B. (2012) Supporting the expert student. Paper presented at the 4th Annual Conference on Higher Education Pedagogy, 8th - 10th February, Virginia Tech., Blacksburg, VA, USA.

Kinchin, I.M. and Kandiko, C.B. (2012) Doctoral Education: Student and Faculty Perspectives. Paper presented at the 4th Annual Conference on Higher Education Pedagogy, 8th - 10th February, Virginia Tech., Blacksburg, VA, USA.

Kobus, M, Woolford, M., Cabot, L.B. and Kinchin, I.M. (2011) Probing the dental curriculum. Poster presented at the Annual Meeting of the Association for Dental Education in Europe (ADEE), 7th - 10th September, Antalya, Turkey.

Fonseca, A.P., Extremina, C.I., Ferreira, A., Leite, C. and Kinchin, I.M. (2011) Assessment and feedback in Higher Education: A case study using concept mapping as a tool within a Masters in applied microbiology. Paper presented at the 5th Excellence in Teaching Conference, 21st June, King's College London, UK.

Miller, N.L. and Kinchin, I.M. (2011) Peer observation using concept maps: A strategy to foster scholarship of teaching and learning at the Technological University of Panama. Paper presented at the 5th Excellence in Teaching Conference, 21st June, King's College London, UK.

Kinchin, I.M. (2010) Threshold concepts and a punctuated model of learning. Paper presented at the Society for Research into Higher Education (SRHE) Annual Conference, 14th - 16th December, Newport, Wales.

Kinchin, I.M. and Miller, N. L. (2010) Considering 'structural transformation' as a threshold concept in university teaching. Paper presented at the Society for Research into Higher Education (SRHE) Annual Conference, 14th - 16th December, Newport, Wales.

Fonseca, A.P., Extremina, C.I., Kinchin, I.M. and Leite, C. (2010) Undergraduate student attitudes toward the use of concept maps in a bacteriology curricular unit. Paper presented at the 4th International Conference in Concept Mapping, 5th - 7th October, Vina del Mar, Chile.

Kandiko, C. and Kinchin, I.M. (2010) What is a PhD? Process versus product in PhD supervision. Paper presented at the 4th International Conference in Concept Mapping, 5th - 7th October, Vina del Mar, Chile.

Kinchin, I.M., Cabot, L.B., Woolford, M. and Kobus, M. (2010) Do threshold concepts transcend learning styles? Paper presented the 15th European Learning Styles Information Network (ELSIN), 28th - 30th June, Aveiro, Portugal.

Kobus, M., Cabot, L.B., Woolford, M. and Kinchin, I.M. (2010) Mapping threshold concepts in the dental curriculum. Paper presented at the 4th Excellence in Teaching Conference, 15th June, King's College London, UK.

Kandiko, C. and Kinchin, I.M. (2010) Supervision on ice: Challenges in cross-cultural PhD supervision. Paper presented at the annual international conference for academic disciplines: international Journal of Arts and Sciences, 30th May - 3rd June, Bad Hofgastein, Austria.

Kinchin, I.M. (2010) Concept mapping: A remedial tool for learning disabilities. Keynote presentation at 13th Congresso Nazionale Associazione Italiana Dislessia, 29th April, Reggio Emilia, Italy.

Kinchin, I.M. and Cabot, L.B. (2009) Using knowledge structures as a lens to consider the development of university teaching. Paper presented at the Society for Research into Higher Education (SRHE) Annual Conference, 8th - 10th December, Newport, Wales.

Kandiko, C.B. and Kinchin, I.M. (2009) PhD Supervision as Intellectual Courtship. Paper presented at the Society for Research into Higher Education (SRHE) Annual Conference, 8th - 10th December, Newport, Wales.

King, A. and Kinchin, I.M. (2009) The pedagogic value of in vivo practical classes: an example using glucose tolerance tests in lean and obese mice. Poster presented at 7th James Black Conference: Joint Meeting of the British Pharmacological Society & The Physiological Society. 1st - 3rd September, London, UK

Kinchin, I.M. (2009) The use of qualitative concept mapping to develop a pedagogy for higher education. Paper presented at the 4th Academic Practice and CETL Study Day & Conference, 29th June, Newcastle, UK.

Kinchin, I.M. (2009) Concept mapping of knowledge structures to visualise the nature of expertise in clinical education. Paper presented at the Naturalistic Decision Making Conference (NDM9), 23rd - 25th June, London, UK.

Jones, S.C. and Kinchin, I.M. (2009) Integration or coordination? A consideration of two curriculum models in the context of an MPharm module. Paper presented at the 3rd Excellence in Teaching Conference, 23rd June, King's College London, UK.

Cabot, L.B., Woolford, M., McDonald, F. and Kinchin, I.M. (2009) Working with an academic development unit: personal views from the Dental Institute. Paper presented at the 3rd Excellence in Teaching Conference, 23rd June, King's College London, UK.

Kinchin, I.M. (2009) Influencing learning styles with teaching strategies: A knowledge structures perspective. Paper presented at the 14th European Learning Styles Information Network (ELSIN), 17th - 19th June, Bulle-en-Gruyère, Switzerland.

Kinchin, I.M. and Cabot, L.B. (2009) Is chairside teaching a special case or are similarities more important than differences? Paper presented at the 1st UK Chairside Teaching Conference, 21st May, Luton, UK.

Kandiko, C.B., Kinchin, I.M. and Hay, D.B. (2009) PhD Supervision: Concept Mapping Understanding across Disciplines. Paper presented at the Postgraduate Supervision Conference 2009: Research and Practice, 27th - 30th April, Stellenbosch, South Africa.

Kandiko, C., Kinchin, I.M. and Hay, D.B. (2008) PhD Supervision: Mapping the Cognitive Change of Students and Their Supervisors. Paper presented at the Society for Research into Higher Education (SRHE) Annual Conference, 9th - 11th December, Liverpool, UK.

Kinchin, I.M. (2008) Excluding the novice: the real price of reading bullet points in lectures. Paper presented at the Society for Research into Higher Education (SRHE) Annual Conference, 9th - 11th December, Liverpool, UK.

Jones, S.A., Forbes, B. and Kinchin, I.M. (2008) The use of concept mapping to enhance the teaching of fundamental pharmaceutics to undergraduate pharmacy students. Poster presented at a joint symposium of the Academy of Pharmaceutical Sciences and the Royal Pharmaceutical Society of Great Britain, 10th November, London UK.

Kandiko, C. Kinchin, I.M. and Hay, D.B. (2008) Longitudinal studies of cognitive change among students and their supervisors in the course of research supervision leading to a PhD. Paper presented at the Concept Mapping Conference, 23rd - 26th September, Tallinn, Estonia / Helsinki, Finland,

Kinchin, I.M. (2008) The qualitative analysis of concept maps: some unforeseen consequences and emerging opportunities. Keynote address at the 3rd Concept Mapping Conference (CMC), 23rd - 26th September, Tallinn, Estonia / Helsinki, Finland.

Kinchin, I.M., Cabot, L.B. and Hay, D.B. (2008) Visualising expertise: revealing the nature of a threshold concept in the development of an authentic pedagogy for clinical education. Paper presented at the Threshold Concepts Conference, 18th - 20th June, Queen's University, Kingston, Ontario, Canada.

Cabot, L.B. and Kinchin, I.M. (2008) Concept mapping in removable partial denture (RPD) design: Enhancing student understanding. Paper presented at the British Society for the Study of Prosthetic Dentistry (BSSPD) Annual Conference, 15th - 18th March, Exeter, UK.

Cabot, L.B. and Kinchin, I.M. (2008) Clinical teaching as a template for university pedagogy. Paper presented at the 2nd Excellence in Teaching Conference, 5th March, King's College London.

Video: Interview about threshold concepts and concept mapping