Dr Winnie Qi Wu

Job Title

Student Success Evaluation and Impact Manager

Contact

Email: qi.wu@reading.ac.uk
Telephone: 0118 378 6154
Usual Working Hours:  M-F | 9-5
Location: Carrington Building

Responsibilities

  • Develop and establish an institution-wide evaluation framework.
  • Influence and work with heads of services to establish a culture of evaluation and impact assessment.
  • Provide expert advice to service/intervention providers across the University on suitable measures of outcomes and impact.
  • Support service/intervention providers to develop and implement effective strategies for evaluating the effectiveness of their activity.
  • Undertake data analyses, produce and present contextualized statistics, analyses, reports and presentations for a range of internal stakeholders.
  • Inform and support decision making across Student and Applicant Service and beyond.
  • Take responsibility for the continuous evolution of monitoring and evaluation strategies.
  • Disseminate findings as appropriate including the production and presentation of reports and publications for internal and external audiences.
  • Contribute to the development of student support strategy, policy and procedure by undertaking quantitative and qualitative research and making recommendations based on evidence generated.
  • Work collaboratively with key stakeholders who are involved in evaluation, data collection, or reporting.
  • Ensure that the University’s standard of monitoring and evaluation is keeping pace. with the UK HE sector

Background

Winnie Qi Wu completed her doctorate at the University of Reading on Chinese international students’ expectations, motivations and experiences at British universities. Prior to her current post, she worked as a post-doc pedagogic researcher at Oxford Centre for Staff and Learning Development (OCSLD), Oxford Brookes University; and then at Solent Learning and Teaching Institution (SLTI), Solent University, Southampton. Her main role was to support major institution wide projects and contribute to staff professional development and student experience enhancement.

Areas of Interest

  • Technology enhanced learning (TEL)
  • Internationalisation of higher education international student mobility
  • Inclusive teaching in higher education
  • Research informed scholarship
  • Student engagement and enhancement
  • Curriculum development and improvement
  • Assessment and feedback
  • Quantitative and qualitative research methodology

Publications

Wu, Q. (2014). Motivations and decision-making processes of mainland Chinese student for undertaking master’s programs abroad. Journal of Studies in International Education. 18(5), 426-444.

Wu, Q. (2015). Re-examining the “Chinese learner”: A case study of mainland Chinese students’ learning experiences at British Universities. Higher Education. 70(4), 753-766.

Jessop, T. & Wu, Q. (2016). Debunking popular myths about Research Informed Teaching. Dialogue Journal. 69-78.

Wu. Q. & Jessop, T. (2018). Formative Assessment: Missing in action in both research-intensive and teaching focused universities. Assessment & Evaluation in Higher Education. 1-14.

Sharp, R., Wu, Q. & Pavlakou, M. (2019). Exploring patterns of technology use in UK college students: a cluster analysis of learners’ digital practices. Research in Post-Compulsory Education, 24:1, 20-36.

Joseph-Richard, P., Almpanis, T. & Wu, Q. (in progress). Does research-informed teaching transform academic practice. British Educational Research Journal.

Wu. Q. & Jessop, T. (in progress). Supporting the practice of research-informed teaching: a systematic review of curricular activities and their relationships with deep learning. Higher Education.

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