Dr Gladson Chikwa
Senior Lecturer in Academic Development
My profile
Biography
Dr Gladson Chikwa is an experienced education professional who has worked in Higher Education for more than 15 years. He led institutional learning and teaching enhancement projects in different Higher Education Institutions in China, Oman and the UK. He proudly holds Fellow status of the Staff & Educational Development Association (FSEDA) and is a Senior Fellow of the Higher Education Academy (SFHEA). He has conducted research and published articles and book chapters covering different themes including learner autonomy, assessment and feedback, and technology-enhanced learning. He is the Founder and current co-chair of the International Teaching and Learning Special Interest Group (ITLSIG), a community of practice for sharing good practices in learning, teaching, and assessment as well as championing collaborative research in Higher Education. Prior to joining higher education, he worked as a Science/Biology Teacher in high school in Zimbabwe. Currently, he teaches on Postgraduate Certificate in Learning and Teaching and on the MA in Higher Education.
Research outputs
Chikwa, G., Zhu, X., & Rajah, E. (2022). Fostering an Inclusive Religious and Spiritual Working Environment in Higher Education Institutions. In Global Perspectives on Maintaining Gender, Age, and Religious Diversity in the Workplace (pp. 295-307). IGI Global. doi:10.4018/978-1-6684-5151-9.ch015
Agha, K., Zhu, X., & Chikwa, G. (2022). Towards Academic Integrity: Using Bloom’s Taxonomy and Technology to Deter Cheating in Online Courses. In Technologies, Artificial Intelligence and the Future of Learning Post-COVID-19 (pp. 447-466). Springer International Publishing. doi:10.1007/978-3-030-93921-2_25
Zhu, X., & Chikwa, G. (2021). An exploration of China-Africa cooperation in Higher Education: opportunities and challenges in Open Distance Learning. Open Praxis, 13(1), 7-19. doi:10.5944/openpraxis.13.1.1154
Chikwa, G., Meddings, F., & Zoubir, T. (2021). ‘Time’ for increased collaboration: (re)designing online assessment under the pressures of a pandemic. In Assessment and Feedback in a Post-Pandemic Era: A Time for Learning and Inclusion.
Naqvi, S., Chikwa, G., Menon, U., & Al Kharusi, D. (2018). Study skills assessment among undergraduate students at a private university college in Oman. Mediterranean Journal of Social Sciences, 9(2), 139-147. doi:10.2478/mjss-2018-0034
Chikwa, G. (2018). Readiness for Autonomy among EFL students in Oman.. In English Education in Oman.
Morris, C., & Chikwa, G. (2016). Audio versus written feedback: exploring learners’ preference and the impact of feedback format on students’ academic performance. Active Learning in Higher Education, 17(2), 125-137. doi:10.1177/1469787416637482
Chikwa, G., & Hepplestone, S. (2014). Understanding how students process and use feedback to support their learning. Practitioner Research in Higher Education.
Morris, C., & Chikwa, G. (2014). Screencasts: how effective are they and how do students engage with them?. Active Learning in Higher Education, 15(1), 25-37. doi:10.1177/1469787413514654
Taylor, C. A., Downs, Y., Baker, R., & Chikwa, G. (2011). ‘I did it my way’: voice, visuality and identity in doctoral students’ reflexive videonarratives on their doctoral research journeys. International Journal of Research and Method in Education, 34(2), 193-210. doi:10.1080/1743727x.2011.578818
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Chapters in books
Chikwa, G., Zhu, X., Rajah, E. (2022) 'Fostering an Inclusive Religious and Spiritual Working Environment in Higher Education Institutions.' Global Perspectives on Maintaining Gender, Age, and Religious Diversity in the Workplace. IGI Global, pp. 295-307.
Agha, K., Zhu, X., Chikwa, G. (2022) 'Towards Academic Integrity: Using Bloom’s Taxonomy and Technology to Deter Cheating in Online Courses.' Technologies, Artificial Intelligence and the Future of Learning Post-COVID-19. Springer International Publishing, pp. 447-466.
Chikwa, G., Meddings, F., Zoubir, T. (2021) ''Time' for increased collaboration: (re)designing online assessment under the pressures of a pandemic.' Assessment and Feedback in a Post-Pandemic Era: A Time for Learning and Inclusion.
Chikwa, G. (2018) 'Readiness for Autonomy among EFL students in Oman..' English Education in Oman.
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Journal articles
Zhu, X., Chikwa, G. (2021) 'An exploration of China-Africa cooperation in Higher Education: opportunities and challenges in Open Distance Learning.' Open Praxis, 13(1) pp. 7-19.
Naqvi, S., Chikwa, G., Menon, U., Al Kharusi, D. (2018) 'Study skills assessment among undergraduate students at a private university college in Oman.' Mediterranean Journal of Social Sciences, 9(2) pp. 139-147.
Morris, C., Chikwa, G. (2016) 'Audio versus written feedback: exploring learners’ preference and the impact of feedback format on students’ academic performance.' Active Learning in Higher Education, 17(2) pp. 125-137.
Chikwa, G., Hepplestone, S. (2014) 'Understanding how students process and use feedback to support their learning.' Practitioner Research in Higher Education,
Morris, C., Chikwa, G. (2013) 'Screencasts: how effective are they and how do students engage with them?.' Active Learning in Higher Education, 15(1) pp. 25-37.
Taylor, C.A., Downs, Y., Baker, R., Chikwa, G. (2011) '‘I did it my way’: voice, visuality and identity in doctoral students' reflexive videonarratives on their doctoral research journeys.' International Journal of Research and Method in Education, 34(2) pp. 193-210.
Career history
1998 to 2003
Science/Biology Teacher
2004 to 2006
Lecturer at Women’s University in Africa
2008-2012
PhD Student and Associate Lecturer, University of Sheffield, UK
2011-2012
Lecturer in Research & Evaluation, Sheffield Hallam University
2012-2014
Learning and Teaching Officer, Nottingham Trent University, UK
2014-2016
Head of Centre for Academic Practices. Middle East University College, Oman
2017-2020
International Education Consultant
2020-2023
Educational Developer, University of Bradford
Feb 2023
Senior Lecturer in Academic Development, Manchester Metropolitan University