- Patrick Baughan
- +44 (0)20 7040 0175
Patrick's academic background lies in the disciplines of psychology, sociology and organisational studies, but since joining City in 2005, he has worked in the field of educational development and higher education studies. Patrick is Module Leader for two modules of the MA Academic Practice (the Mentoring and Dissertation modules). He wrote or co-wrote several other modules on the programme, and was its longest serving Programme Director for some five years. He is also the LDC School Liaison Officer for the Schools of Arts and Social Sciences. Patrick's research interests include academic integrity and plagiarism prevention, assessment, and curriculum and sustainability, as well as areas connecting higher education and the workplace, such as organisational culture and the psychological contract. He is developing a growing portfolio of publications in these areas and has presented at a range of national and international conferences. He has a great deal of international experience, having designed international postgraduate and distance learning programmes, and taught in South East Asia, China, the Americas, and the Caribbean, amongst other places.
Patrick has a BA (Joint Hons.) Psychology & Sociology, and an MSc Information Technology. He is mid-way through a PhD in Educational Research, supervised through Lancaster University. He has various other teaching and language qualifications.
Patrick undertakes a number of roles for the Society for Research, SRHE, and co-chaired its Newer Researchers' Conference for three years. He has worked with the Higher Education Academy (HEA) in a number of capacities, and is also a Fellow of the HEA.
- Baughan, , Lindsay, and Parker, P.M. (2015). Common themes and missing pieces: the educational value of postgraduate teaching development programmes. Compass: Journal of Learning and Teaching, 7(11) .
- Baughan, P. (2015). Sustainability policy and sustainability in higher education curricula: the educational developer perspective. International Journal for Academic Development, 20(4), pp. 319–332. doi:10.1080/1360144X.2015.1070351.
- Baughan, P.D. (2014). Conceptions of the sustainability-pedagogy relationship: should sustainability issues be introduced in higher education curricula? The International Journal of Pedagogy and Curriculum, 20(4), pp. 53–63.
- Baughan, P.D. (2013). The missing meso: Variation in staff experiences of an academic practice initiative and lessons for educational change. International Journal for Educational Integrity, 9(1), pp. 89–100.
- Baughan, P.D. (2013). Exploring the relationship between sustainability and university curricula: a small-scale study. Learning at City, 3(1), pp. 54–64.
- Baughan, P.D. (2013). Practising what we teach: addressing plagiarism prevention issues on professional development programmes for higher education teachers. The International Journal of Learning in Higher Education, 19(3), pp. 157–165.
- Baughan, P.D. (2012). Culture and culture change in a higher education context: what works and what doesn’t? Learning at City Journal, 1(2), pp. 18–27.
- Baughan, P.D. (2011). StudyWell: an interactive web resource to promote positive study and better understanding of plagiarism prevention. Brookes eJournal of Learning and Teaching, 3(2) .
- Parker, P.M. and Baughan, P. (2011). Providing written feedback that students will value and read. The international journal of learning, 16(11), pp. 253–262.
- Parker, P.M., Baughan, P. and Pentecost, J. (2011). Listening to the learners: the student voice scheme at City University London. York, UK: Higher Education Academy.
- Baughan, P.D. (2010). StudyWell: Encouraging positive study skills by students and staff. York: Higher Education Academy (HEA).
- Baughan, P.D. (2010). The Educational Development Associate Initiative: an organisation-wide approach to plagiarism prevention. York: Higher Education Academy (HEA).