Improving the degree attainment of Black and minority ethnic students: investigating practice

Recognition of Prior Learning (RPL) as pedagogical pragmatism
Pokorny, H., Fox, S. and Griffiths, D. 2017. Recognition of Prior Learning (RPL) as pedagogical pragmatism. Widening Participation and Lifelong Learning. 19 (3), pp. 18-30. https://doi.org/10.5456/WPLL.19.3.18

Commuting, transitions and belonging: the experiences of students living at home in their first year at university
Pokorny, H., Holley, D. and Kane, S. 2017. Commuting, transitions and belonging: the experiences of students living at home in their first year at university. Higher Education. 74 (3), pp. 543-558. https://doi.org/10.1007/s10734-016-0063-3

Exploring the learner experience of RPL
Pokorny, H. and Whittaker, R. 2014. Exploring the learner experience of RPL. in: Harris, J., Wihak, C. and Van Kleef, J. (ed.) Handbook of the Recognition of Prior Learning: Research into practice Leicester NIACE. pp. 259-283

Portfolios and meaning-making in the assessment of prior learning
Pokorny, H. 2013. Portfolios and meaning-making in the assessment of prior learning. International Journal of Lifelong Education. 32 (4), pp. 518-534. https://doi.org/10.1080/02601370.2013.778076

Assessing prior experiential learning: issues of authority, authorship and identity
Pokorny, H. 2012. Assessing prior experiential learning: issues of authority, authorship and identity. Journal of Workplace Learning. 24 (2), pp. 119-132. https://doi.org/10.1108/13665621211201706

England: accreditation of Prior Experimental learning (APEL) research in higher education
Pokorny, H. 2011. England: accreditation of Prior Experimental learning (APEL) research in higher education. in: Harris, J., Breier, M. and Wihak, C. (ed.) Researching the recognition of prior learning: international perspectives NIACE. pp. 106-126

Notions of belonging: the student perspective
Chalcraft, D., Johnson, L., Pokorny, H. and Volpe, G. 2011. Notions of belonging: the student perspective. London London Metropolitan University.

Complexity, cues and relationships: Student perceptions of feedback
Pokorny, H. and Pickford, P. 2010. Complexity, cues and relationships: Student perceptions of feedback. Active Learning in Higher Education. 11 (1), pp. 21-30. https://doi.org/10.1177/1469787409355872

Look who’s here: engagement and attendance initiatives
Pokorny, H., Johnson, L., Djebbour, Y. and Curran, J. 2010. Look who’s here: engagement and attendance initiatives. London Higher Education Academy Website.

Exploring the 'myths' of enhanced learning through group work assessment
Pokorny, H. and Griffiths, D. 2010. Exploring the 'myths' of enhanced learning through group work assessment. in: Kemp, P., Atfield, R. and Tong, R. (ed.) Enhancing learning through assessment in in business and management, hospitality, sport, leisure and tourism Newbury Threshold Press.

E-portfolios and personal construct theory: the case of computing students
Chalk, P., Holley, D., Pokorny, H., Andrew, D. and Wilson-Medhurst, S. 2009. E-portfolios and personal construct theory: the case of computing students. Investigations in University Learning and Teaching. 5 (2), pp. 103-110.

Learning (and staying) together beyond the classroom: experiences of action learning sets
Griffiths, D., Ingle, J., Massey, A. and Pokorny, H. 2008. Learning (and staying) together beyond the classroom: experiences of action learning sets. Investigations in University Learning and Teaching. 5 (1), pp. 42-51.

Reflective writing and reusable learning objects
Pokorny, H. 2007. Reflective writing and reusable learning objects. Investigations in University Learning and Teaching. 4 (2), pp. 126-131.

Widening participation in higher education: student quantitative skills and independent learning as impediments to progression
Pokorny, M. and Pokorny, H. 2005. Widening participation in higher education: student quantitative skills and independent learning as impediments to progression. Journal of Mathematical Education in Science and Technology. 36 (5), pp. 445-467. https://doi.org/10.1080/00207390500062621