Dr Gwyneth Hughes

    • Reader in Higher Education
  • Department:
  • Summary:
    • I specialise in Higher Education and have led several funded projects on assessment and feedback. I teach on Masters programmes and supervise doctoral students. I am also a member of the Open Mode strategy group and a fellow of the Centre for Distance Education.
  • Teaching:
  • Research:
  • Postgraduate Research:
    • Assessment and feedback, ipsative assessment, blended learning, reflective practice, inclusive pedagogies
  • Professional Activities:
    • Fellow of the Centre for Distance Education, London;
      Fellow of the Higher Education Academy;
      Member of the Society for Research in Higher Education;
      Member of the Association for Learning Technology and Assessor for Certified Membership of the Association;
      Editorial Board of the London Review of Education.
  • Research Students:
    • Research interests include: blended learning, e-learning, gender, formative feedback, identity, inclusivity, widening participation, collaborative work, online discussion, web 2.0, learning technologies, professional development, quality enhancement, reflective practice.
Dr Gwyneth Hughes

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  • Hughes, G. (2014) Ipsative Assessment: Motivation through marking progress. Basingstoke: Palgrave Macmillan (forthcoming).
  • Scott, D., Hughes, G., Burke, P.J., Evans, C. Watson, D. & Walter, C. (2013) Learning Transitions in Higher Education. Basingstoke: Palgrave Macmillan.
  • Hancock, S., Hughes, G. & Walsh, E. (2011) 'Universities and the informal knowledge economy' In P. Temple (ed), Universities in the Knowledge Economy. London: Routledge.
  • Hughes, G. (2010) 'Queen bees, workers and drones: gender performance in virtual learning groups' S. Booth, S.Goodman & G.Kirkup (eds), Gender Issues in Learning and Working with Information Technology: Social Constructs and Cultural Contexts. New York: Hershey, IGI Global.
  • Hughes, G. (2011) 'Aiming for Personal Best: a Case for Introducing Ipsative Assessment in Higher Education', Studies in Higher Education 36 (3), 353 - 367.
  • Hughes, G. (2010) 'Identity and belonging in social learning groups: the value of distinguishing the social, operational and knowledge-related dimensions', British Educational Research Journal 36 (1), 47- 63.
  • Hughes, G. (2009) 'Talking to oneself: using autobiographical internal dialogue to critique everyday and professional practice', Reflective Practice 10.4,
  • Hughes, G. (2009) 'Social software: new opportunities for challenging social inequalities in learning? ', Learning Media and Technology 34, (4), 291-305.
  • Hughes, G. (2007) 'Diversity, identity and belonging in e-learning communities: some theories and paradoxes', Teaching in Higher Education 12(5-6), 707-718.
  • Hughes, G. (2007) 'Using blended learning to increase learner support and improve retention', Teaching in Higher Education 12(3), 351-365.