Professor Liz Austen BA, MA, PhD, PFHEA

Austen, L., & Jones-Devitt, S. (2023). Evaluation for All? : Why evaluation within and beyond higher education should be universal and accessible. Open Scholarship of Teaching and Learning, 2 (2), 55-69. http://doi.org/10.56230/osotl.56

Moores, E., Summers, R.J., Horton, M., Woodfield, L., Austen, L., & Crockford, J. (2023). Evaluation of access and participation plans: understanding what works. Frontiers in Education, 8. http://doi.org/10.3389/feduc.2023.1002934

Dickinson, J., Griffiths, T.-.L., & Austen, L. (2022). Collaborative methodological reflection: disrupting the ethical practices of a creative method in higher education research. Social Research Practice Journal, 12 (Spring), 22-31. https://the-sra.org.uk/SRA/Publications/SRA-Journal/SRA/Publications/SRA-Journal.aspx

Austen, L. (2021). Supporting the evaluation of academic practices: Reflections for institutional change and professional development. Journal of Perspectives in Applied Academic Practice, 9 (2), 3-6. https://jpaap.napier.ac.uk/index.php/JPAAP/article/view/470

Austen, L., Pickering, N., & Judge, M. (2020). Student reflections on the pedagogy of transitions into higher education, through digital storytelling. Journal of Further and Higher Education, 1-12. http://doi.org/10.1080/0309877x.2020.1762171

Austen, L., Jones, M., & Wawera, A.-.S. (2018). Exploring digital stories as research in higher education. Social Research Practice - SRA Journal, 7, 27-34. https://the-sra.org.uk/SRA/Publications/Social-Research-Practice/SRA/Publications/Social-Research-Practice.aspx?hkey=a409b5ec-bc84-450d-9163-b64a61c9fb3b

Austen, L., & Malone, C. (2018). What students’ want in written feedback: praise, clarity and precise individual commentary. Practitioner Research in Higher Education, 11 (1), 47-58. http://ojs.cumbria.ac.uk/index.php/prhe/article/view/461

Austen, L., Heaton, C., Jones-Devitt, S., & Pickering, N. (2017). Why is the BME attainment gap such a wicked problem? The Journal of Educational Innovation, Partnership and Change, 3 (1). http://doi.org/10.21100/jeipc.v3i1.587

Jones-Devitt, S., Austen, L., Chitwood, E., Donnelly, A., Fearn, C., Heaton, C., ... Pickering, N. (2017). Creation and confidence: BME students as academic partners…but where were the staff? Journal of Educational Innovation Partnership and Change, 3 (1), 278-285. http://doi.org/10.21100/jeipc.v3i1.580

Jones-Devitt, S., Austen, L., Irwin, B., Mcdonald, K., & Parkin, H. (2017). Are all students 'hard to reach' in a digital higher education (H.E.) context? The Journal of Educational Innovation, Partnership and Change, 3 (1), 147-158. http://doi.org/10.21100/jeipc.v3i1.526

Jones-Devitt, S., Austen, L., & Parkin, H. (2017). Integrative Reviewing for exploring complex phenomena. Social Research Update, (66). http://sru.soc.surrey.ac.uk/SRU66.pdf

Austen, L. (2016). Balancing academic gatekeeping and interpersonal positioning: a qualitative analysis of written feedback to undergraduate students. Practitioner Research in Higher Education, 10 (2), 67-81. http://194.81.189.19/ojs/index.php/prhe

Austen, L. (2016). Police and Crime Commissioners : emerging 'drug policy actors'? Safer Communities, 15 (1), 4-10. http://doi.org/10.1108/SC-08-2015-0030

Austen, L. (2009). The social construction of risk by young people. Health, risk and society, 11 (5), 451-470. http://doi.org/10.1080/13698570903183871

Chadee, D., Austen, L., & Ditton, J. (2007). The relationship between likelihood and fear of criminal victimisation: evaluating risk sensitivity as a mediating concept. . http://doi.org/10.1093/bjc/azl025

Conference papers

Gray, J., Austen, L., & Purvis, A. (2025). Playing catch up: establishing a SoTL network at a large English university [abstract only]. In EuroSoTL Annual Conference 2025, Groningen, The Netherlands, 18 June 2025 - 20 June 2025. The EuroSoTL Network: https://eurosotl.org/wp-content/uploads/2025/08/EuroSoTL_202025_20Book_20of_20Abstracts-1.pdf

Austen, L. (2021). “Don’t’ you, forget about P”(articipation): Reflecting on APP evaluation practices specific to student success initiatives. In SRHE Conference 2021, (Re)Connecting, (Re)Building: Higher Education In Transformative Times, Online, 2021 - 2021.

Austen, L., Dickinson, J., Griffiths, T.-.L., Fletcher, A., Ramdehal, A., & Parkin, H.J. (2021). Changing Structures and Changing Spaces, reflections of Covid19, What does it mean to be a contemporary higher education student? In 'What does it mean to be a contemporary higher education student?' Eurostudents Conference, 17 June 2021 - 18 June 2021.

Austen, L., & Jones-Devitt, S. (2020). Engaging students with evidence. In QAA Quality Insights Conference, The Studio, Birmingham. Quality Assurance Agency

Austen, L. (2020). Digital Storytelling: A qualitative methodology for amplifying hidden voices in higher education. In SRHE International Conference on Research into Higher Education, Newport, Wales, 2019 - 2019. SRHE: https://www.srhe.ac.uk/conference2019/abstracts/0447.pdf

Austen, L., & Jones-Devitt, S. (2019). Ethical dilemmas in institutional research and evaluation: an inclusive approach. In HEIR Conference 2019, Wolverhampton. Higher Education Institutional Researchers Network

Austen, L. (2019). Engaging student and staff voices as data. In QAA Annual Conference, The UK Quality Summit: Successful Partnerships, Liverpool. Quality Assurance Agency

Austen, L., Thomson, C., & Beggs, R. (2018). Going Dragon hunting: using digital storytelling to enhance the student experience. In JISC Digifest 2018, Birmingham. JISC

Jones-Devitt, S., Parkin, H., & Austen, L. (2017). How can digital capability promote teaching excellence? Exploring guidelines for digitally-capable teaching excellence. In HEA’s Annual Conference: Generation TEF: Teaching in the spotlight, Manchester. Higher Education Academy

Austen, L. (2017). How do criminologists write feedback, and what do their students think of it? In British Society of Criminology Conference, 4 July 2017 - 7 July 2017.

Austen, L., & Malone, C. Exploring student perceptions of effective feedback. In 6th International Assessment in Higher Education Annual Conference.

Book chapters

Austen, L., Crockford, J., & McCaig, C. (2025). How Do Institutions Evidence Effectiveness via Evaluation? In Delivering and Evaluating Participation After Access. (pp. 127-153). Emerald Publishing Limited: http://doi.org/10.1108/978-1-83549-954-220251007

McCaig, C. (2025). Policy Context: The Political Economy of Access and Success in the English Market. In Austen, L., & McCaig, C. (Eds.) Delivering and Evaluating Participation After Access: Higher Education in a Marketised System. (pp. 9-33). Emerald Publishing Limited: http://doi.org/10.1108/978-1-83549-954-220251002

Pickering, N., & Crockford, J. (2025). An Evaluation of Dreams: Exploring the Assumption of a Participatory Evaluation of a Simulated Nursing Placement. In Austen, L., & McCaig, C. (Eds.) Delivering and Evaluating Participation After Access: Higher Education in a Marketised System. (pp. 175-196). Emerald Publishing Limited: http://doi.org/10.1108/978-1-83549-954-220251009

Austen, L. (2025). What Do Institutions Do to Support Student Success? In Austen, L., & McCaig, C. (Eds.) Delivering and Evaluating Participation After Access : Higher Education in a Marketised System. (pp. 63-80). Emerald Publishing Limited: http://doi.org/10.1108/978-1-83549-954-220251004

Austen, L. (2025). What Do Institutions Do to Support Student Success? In Austen, L., & McCaig, C. (Eds.) Delivering and Evaluating Participation After Access : Higher Education in a Marketised System. (pp. 63-80). Emerald Publishing Limited: http://doi.org/10.1108/978-1-83549-954-220251004

McCaig, C., & Austen, L. (2025). Conclusion. In Delivering and Evaluating Participation After Access: Higher Education in a Marketised System. (pp. 197-210). Emerald Publishing Limited: http://doi.org/10.1108/978-1-83549-954-220251010

Austen, L., & McCaig, C. (2025). Introduction: Delivering and Evaluating Participation After Access: Higher Education in a Marketised System. In Austen, L., & McCaig, C. (Eds.) Delivering and Evaluating Participation After Access: Higher Education in a Marketised System. (pp. 1-7). Emerald Publishing Limited: http://doi.org/10.1108/978-1-83549-954-220251001

Austen, L., & McCaig, C. (2025). Introduction: Delivering and Evaluating Participation After Access: Higher Education in a Marketised System. In Austen, L., & McCaig, C. (Eds.) Delivering and Evaluating Participation After Access: Higher Education in a Marketised System. (pp. 1-7). Emerald Publishing Limited: http://doi.org/10.1108/978-1-83549-954-220251001

McCaig, C. (2025). Policy context: the political economy of access and success in the English market. In Austen, L., & McCaig, C. (Eds.) ​​​​​Delivering and Evaluating Participation after Access: higher education in a marketised system. (pp. 9-34). Leeds: Emerald Publishing: http://doi.org/10.1108/978-1-83549-954-220251002

Austen, L., Pickering, N., & Donnelly, A. (2023). Researching and evaluating student engagement – a methodological critique of data gathering approaches. In Lowe, T. (Ed.) Advancing Student Engagement in Higher Education: Reflection, critique and challenge. Routledge

Austen, L., Pickering, N., & Donnelly, A. (2023). Researching and evaluating student engagement. In Advancing Student Engagement in Higher Education. (pp. 18-30). Routledge: http://doi.org/10.4324/9781003271789-2

Jones-Devitt, S., & Austen, L. (2022). Researching the impact of learning through COVID-19 and beyond: time for some critical and counterfactual thinking? In Handbook of Digital Higher Education. (pp. 173-186). Edward Elgar Publishing: http://doi.org/10.4337/9781800888494.00024

Austen, L. (2021). The unknown student, and other short stories: An ethical and methodological exploration of students as data. In Doing Diversity for Success in Higher Education: Redressing Structural Inequalities in the Academy. Palgrave Macmillan

Jones-Devitt, S., Pickering, N., Austen, L., & Donnelly, A. (2020). Still the pedagogy of the oppressed? Going beyond the Hidden Curriculum to reimagine effective higher education provision for estranged and care experienced students. In Hinchcliffe, T. (Ed.) The Hidden Curriculum of Higher Education. (pp. 77-92). AdvanceHE

Austen, L. (2020). The amplification of student voices via institutional research and evaluation. In Lowe, T., & El Hakim, Y. (Eds.) A Handbook for Student Engagement in Higher Education. Taylor & Francis: http://doi.org/10.4324/9780429023033

Malone, C., & Austen, L. (2017). Exploring feedback practices that students value. In Elkington, S., & Evans, C. (Eds.) Transforming Assessment In Higher Education: A Case Study Series. (pp. 90-93). York: Higher Education Academy: https://www.heacademy.ac.uk/knowledge-hub/transforming-assessment-higher-education

Austen, L., & Cowburn, M. (2013). Postmodernism and criminological thought : ‘Whose science? Whose knowledge?’. In Cowburn, M., Duggan, M., Robinson, A., & Senior, P. (Eds.) Values in Criminology and Community Justice. (pp. 21-38). Bristol: Policy Press

Books

Austen, L., & McCaig, C. (Eds.). (2025). Delivering and Evaluating Participation after Access : Higher Education in a Marketised System. Emerald Publishing Limited. https://bookstore.emerald.com/delivering-and-evaluating-participation-after-access-hb-9781835499559.html

Reports

Austen, L., & Donnelly, A. (2022). An Evaluation of the Process and Impact of the PGCERT/MA Student Engagement in Higher Education. https://shura.shu.ac.uk/30905/

Austen, L., Hodgson, R., Heaton, C., Pickering, N., & Dickinson, J. (2021). Access, retention, attainment and progression: an integrative review of demonstrable impact on student outcomes. Advance HE.

Stevenson, J., Baker, Z., Harrison, N., Bland, B., Jones-Devitt, S., Donnelly, A., ... Austen, L. (2020). Positive Impact? What factors affect access, retention and graduate outcomes for university students with a background of care or family estrangement? Unite Foundation. https://www.unitefoundation.co.uk/wp-content/uploads/2020/02/Positive-Impact-Report.pdf

Jones-Devitt, S., Pickering, N., Austen, L., Donnelly, A., Adesola, J., & weston, A. (2019). Evaluation of the National Mixed Methods Learning Gain Project (NMMLGP) and Student Perceptions of Learning Gain. Bristol: Office for Students. https://www.officeforstudents.org.uk/publications/evaluation-of-nmmlgp/

Austen, L., & Jones-Devitt, S. (2018). Observing the observers: using digital storytelling for organisational development concerning 'Critical Whiteness'. AdvanceHE. https://www.lfhe.ac.uk/en/research-resources/research-hub/small-development-projects/sdp2018/sheffield-hallam-university-po.cfm

Austen, L., Donnelly, A., McCaig, C., & O'Leary, C. (2018). Evaluation of the National Teaching Fellowship Scheme. Office for Students website: Office for Students. https://www.officeforstudents.org.uk/publications/evaluation-of-the-national-teaching-fellowship-scheme/

Austen, L., Parkin, H., Jones-Devitt, S., Mcdonald, K., & Irwin, B. (2016). Digital capability and teaching excellence: an integrative review exploring what infrastructure and strategies are necessary to support effective use of technology enabled learning (TEL). Gloucester: The Quality Assurance Agency for Higher Education. http://www.qaa.ac.uk/en/Publications/Documents/Digital-capability-and-teaching-excellence-2016.pdf

Internet Publications

Gray, J., Austen, L., & Purvis, A. (2025). SoTL @ SHU – A Framework for Developing and Supporting Innovation in our Learning, Teaching and Assessment. [Blog]. https://heprofessional.co.uk/edition/innovation-teaching-learning-shu

Austen, L., & jones devitt, S. (2024). A challenge for senior leaders to act on evaluation evidence for improving student outcomes. https://wonkhe.com/blogs/a-challenge-for-senior-leaders-to-act-on-evaluation-evidence-for-improving-student-outcomes/

Austen, L. (2023). Evaluation should be an empowering tool for social justice. https://wonkhe.com/blogs/evaluation-should-be-an-empowering-tool-for-social-justice/

Austen, L. (2023). Solving gaps in evaluation needs wicked solutions. https://wonkhe.com/blogs/solving-gaps-in-evaluation-needs-wicked-solutions/

Austen, L. (2022). Working together on access and participation evaluation. https://wonkhe.com/blogs/working-together-to-take-evaluation-seriously/

Austen, L., Kandiko Howson, C., & Scott, P. (2021). Higher education research: belonging, history, and practice. https://wonkhe.com/blogs/higher-education-research-belonging-history-and-practice-2/

Hodgson, R., & Austen, L. (2021). Fixing the leaky pipeline of impact evidence in access and participation work. https://wonkhe.com/blogs/fixing-the-leaky-pipeline-of-impact-evidence-in-access-and-participation-work/

Austen, L., Donnelly, A., & Parkin, M. (2021). Students are surviving not thriving through financial hardship. https://wonkhe.com/blogs/students-are-surviving-not-thriving-through-financial-hardship/

Austen, L. (2020). How to evaluate changes to teaching and learning in an age of Covid-19. https://wonkhe.com/blogs/how-to-evaluate-changes-to-teaching-and-learning-in-an-age-of-covid-19/

Jones-Devitt, S., & Austen, L. (2019). ‘Liven up’ leaders: time to inoculate against zombification. Or not? https://www.invisiblegrail.com/blog/liven-up-leaders-time-to-inoculate-against-zombification-or-not/

Austen, L., Jones-Devitt, S., & Hasty, W. (2019). As well as objects, students should be users of data too. https://wonkhe.com/blogs/as-well-as-objects-students-should-be-users-of-data-too/

Austen, L. (2019). Once upon a time: hearing student stories. https://wonkhe.com/blogs/once-upon-a-time-hearing-student-stories/

Austen, L. (2018). ‘It ain’t what we do, it’s the way that we do it’ – researching student voices. https://wonkhe.com/blogs/it-aint-what-we-do-its-the-way-that-we-do-it-researching-student-voices/

Media

Gray, J., Austen, L., & Schwarz, T. (2025). SoTL Spotlight Podcast Episode 2 - The Access and Participation Plan. [Podcast]. Sheffield Hallam University

Gray, J., Austen, L., & Schwarz, T. (2025). SoTL Spotlight Podcast Episode 2 - The Access and Participation Plan. [Podcast]. Sheffield Hallam University

Presentations

Austen, L., Purvis, A., & Gray, J. (2025). Establishing a SoTL Network at a Large English University. Presented at: SoTL Framework with University of Fort Hare

Gray, J., & Austen, L. (2025). KEYNOTE: Developing evaluation capabilities across the student success agenda: A practical guide for the Student Continuation Conference 2025. Presented at: Student Continuation Conference 2025, Online

Hodgson, R., & Austen, L. (2022). 'What works’ in student retention and success. Presented at: Student Retention and Success Symposium, Online

Austen, L., Jones-Devitt, S., Pickering, N., Donnelly, A., Weston, A., & Adesola, J. (2020). NMMLGP evaluation and student engagement. Presented at: Learning Gain National Conference, Birmingham

Austen, L., & Jones-Devitt, S. (2019). Exploring Critical Whiteness. Presented at: NEON BME Learners Working Group Final Symposium, Sheffield

Austen, L., & Illie, S. (2019). Learning Gain and Disciplinary Effects: Lessons for the Sector. Presented at: UK Deans of Science Winter Conference, London

Austen, L., Pickering, N., & Judge, M. (2019). Digital storytelling student reflections on the transition into higher education. Presented at: Foundation Year Annual Conference 2019, Brighton

Austen, L. (2019). Digital storytelling as research in higher education. Presented at: Diversity, Equity, and Innovation: Educational Research for the Future, Bristol

Austen, L. (2019). Capturing and responding to student voices: innovative alternatives. Presented at: Student Voice Think Tank event, Glasgow

Austen, L. (2019). Digital Storytelling (Researching Students for Impact). Presented at: The Secret Life of Students, London

Austen, L., Jones-Devitt, S., & Lawton, M. (2019). Feedback Literacy and Patchwork Assessment. Presented at: Open University Assessment Programme, Milton Keynes

Austen, L., & Jones-Devitt, S. (2019). EDI and Institutional Readiness. Presented at: Towards Embedding Equality, Diversity and Inclusion (EDI) in the Curriculum Collaborative Network, York

Austen, L. (2019). Supporting students navigating the data landscape. Presented at: QAA Scotland Student-Led Project Event, Glasgow

Austen, L. (2019). Measuring Learning Gain: Lesson from LEGACY. Presented at: University of Leicester Pedagogic Research Group, Leicester

Jones-Devitt, S., & Austen, L. (2019). Use, not abuse, of the Student Voice: recent research and relevance for programme leaders navigating a cold, neoliberal climate. Presented at: QAA Scotland Programme Leaders Group, Herriot Watt University, Edinburgh

Austen, L., & Jones-Devitt, S. (2019). Reimagining pedagogic research: using creative approaches that make a real difference. Presented at: Edinburgh Napier University Pedagogic Research Group, Edinburgh

Jones-Devitt, S., & Austen, L. (2018). Challenging wicked problems and folk pedagogies to address the BME attainment gap in higher education. Presented at: Equality Challenge Unit Annual Conference, Birmingham

Austen, L., Pickering, N., Jones-Devitt, S., & Donnelly, A. (2018). Institutional considerations for learning gain projects and beyond. Presented at: National Learning Gain Conference, Birmingham

Austen, L. (2018). Variation and innovation in student voice research. Presented at: Student Voice Seminar Day, Bristol

Austen, L., & Malone, C. (2017). Exploring student perceptions of effective feedback. Presented at: Transforming Assessment (international webinar), Monash University

Parkin, H., & Austen, L. (2016). Digital Capability and Teaching Excellence. Presented at: 39th HeLF Meeting - Digital Skills and Scholarship, University College London

Austen, L., & Parkin, H. (2016). Digital Capability and Teaching Excellence. Presented at: JISC Student Experience Experts Group, Birmingham

Other publications

Beckingham, S., & Austen, L. (2025). Demystifying Ethics and SoTL. Sheffield Hallam University: https://lta.shu.ac.uk/scholarship/blog/demystifying-ethics-and-sotl

Beckingham, S., Austen, L., Gray, J., Purvis, A., Kellock, A., & Haywood-Small, S. (2025). An Introduction to SoTL@SHU. Sheffield Hallam University: https://lta.shu.ac.uk/scholarship/blog/introduction-to-sotl-at-shu

Austen, L., & Jones-Devitt, S. (2020). Staff Guide to Using Evidence in Higher Education. Quality Assurance Agency Scotland: https://www.enhancementthemes.ac.uk/current-enhancement-theme/optimising-existing-evidence/staff-guide-to-using-evidence

Austen, L., & Jones-Devitt, S. (2019). Guide to using Evidence in Higher Education. Quality Assurance Agency Scotland: https://www.enhancementthemes.ac.uk/current-enhancement-theme/student-engagement-and-demographics/students-using-evidence

Austen, L. (2018). Book Review: 'Teaching Excellence in Higher Education: Challenges, Changes and the Teaching Excellence Framework'. Higher Education Review: http://www.highereducationreview.com/