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Meet the stars from previous years


See each year's winners

HETL logo

 

 

 

2015

The winner receives a cash prize of $1,500, an award certificate, free registration to a HETL conference where they had the option to present their paper, and one free copy of an Emerald/HETL book. Highly Commended winners receive an award certificate and one free copy of an Emerald/HETL book.

Image: Dr Micah ModellWinner

  • Dr Micah Modell

    Dissertation Title: Distinguishing between healthy and dysfunctional student project teams: An elusive instructor challenge
    Institution: Indiana University, USA
    Doctoral Mentor: Dr Elizabeth Boling

    Read our exclusive interview with Dr Micah Modell

Highly Commended

  • Dr Steven Lamkin
     
    Dissertation Title: "The more I watch, the more I'll learn": Teacher professional growth and development through video
    Institution: Wilmington University, USA
    Doctoral Mentor: Dr Pamela Curtiss
     
  • Dr Jason Rosenblum
     
    Dissertation Title: What is it like to experience sound while playing educational computer games?
    Institution: University of Texas at Austin, USA
    Doctoral Mentor: Dr Joan Hughes

About the judging panel

Emerald would like to thank the following members of the judging panel, co-ordinated by Dr Patrick Blessinger, Editor-in-Chief of Journal of Applied Research in Higher Education:

  • Dr Patrick Blessinger, St. John's University, USA
  • Dr Barbara Cozza, St. John's University, USA
  • Professor Denis Harrington, Head of Graduate Business, Waterford Institute of Technology, Ireland
  • Dr Leslie Hitch, Northeastern University, USA
  • Dr Cath Jones, University of South Wales, UK
  • Dr Jill A. Perry, University of Pittsburgh, USA
  • Dr Carol Taylor, Sheffield Hallam University, UK
  • Professor Linda Watts, University of Washington, USA

2014

The winner receives a cash prize of $1,500, an award certificate, free registration to a HETL conference where they had the option to present their paper, and one free copy of an Emerald/HETL book. Highly Commended winners receive an award certificate and one free copy of an Emerald/HETL book.

Winner

  • Dr. Stephany Brett Dunstan

    Dissertation Title: The Influence of Speaking a Dialect of Appalachian English on the College Experience

    Abstract: This study examines the role that language plays in students’ experiences in higher education, particularly for speakers of non-standardized dialects of English. This study highlights the importance of including language and dialect as part of university diversity programming. Many students across the country will arrive to college speaking a stigmatized dialect of English. For these students to feel accepted and respected as members of the campus community, it is critical that all members of the campus community understand the validity of all dialects.

    Institution: North Carolina State University, USA

    Doctoral Mentor: Professor Audrey J. Jaeger

Highly Commended

  • Dr. Ann Hartle Proudfit

    Dissertation Title: A National Longitudinal Study of the Influence of Federal Student Aid on Time to Associate-Degree Attainment

    Abstract: This study examines the influence of students’ pre-entry attributes, goals and commitment levels, institutional experiences as well as academic, social and financial integration levels on time to associate-degree attainment. This study highlights the influence that a variety of variables have on time to associate degree completion, and suggests that a new logic model that incorporates temporal sequence into degree completion framework could be valuable in helping to explain variance in time to degree completion for students based on input, integration and environmental characteristics.

    See Ann's video.

    Institution: University of Toledo, USA

    Doctoral Mentor: Dr. Ron Opp
     
  • Dr. Bernadette Knewstubb

    Dissertation Title: The Learning-Teaching Nexus: Teaching and learning in lectures as communication

    Abstract: This research presents a new way of modelling and better understanding the relationship between teaching and learning. The model embraces the paradoxical nature of teaching and learning as being simultaneously individual internalised experiences not directly accessible to others, and a shared communicative relationship. Rather than minimizing or ignoring this apparent paradox, this research adopts a layered approach to explaining the Learning-Teaching Nexus - conceptually, methodologically and empirically.

    Institution: La Trobe University, Australia

    Doctoral Mentor: Dr. Howard Nicholas

About the judging panel

Emerald would like to thank the following members of the judging panel, co-ordinated by Dr Patrick Blessinger, Editor-in-Chief of Journal of Applied Research in Higher Education:

  • Dr. Pamela Barnett, USA
  • Dr. Patrick Blessinger, USA
  • Dr. Barbara Cozza, USA
  • Professor Denis Harrington, Ireland
  • Dr. Cath Jones, UK
  • Ms. Krassie Petrova, NZ

Contact

For any additional information please contact:

Sharon Parkinson
Publisher - Education
E-mail: sparkinson@emeraldinsight.com