Mike Mimirinis

Dr Mike Mimirinis

Associate Professor in Education
School of Human and Social Sciences
Mike.Mimirinis@uwl.ac.uk

Mike gained his MSc in Computer Based Learning from the Research and Graduate School of Education at the University of Southampton, and his PhD from Middlesex University.

While his early work focused on evaluations of technology-enhanced learning, he later moved on to design and implement mid and large scale academic development projects within and between universities in the UK, Europe and Asia.

He established and led the MA in Higher Education at Anglia Ruskin University (Cambridge). Mike’s research mainly explores conceptions of teaching, learning and assessment and variation in the experiences of technology enhanced learning in higher education.

Teaching

I gained my MSc in Computer Based Learning from the Research and Graduate School of Education at the University of Southampton, and my PhD from Middlesex University. While my early work focused on evaluations of technology-enhanced learning, I later moved on to design and implement mid and large scale academic development projects within and between universities in the UK, Europe and Asia. My research mainly explores conceptions of teaching, learning and assessment and variation in the experiences of technology enhanced learning in higher education.

Research

  • Research and publications

    Publications

    Mimirinis, M. & Wright, E. (2024) Meaning and structure in Black students’ ways of experiencing academic achievement. Journal of Human Behavior in the Social Environment. Advance online publication. https://doi.org/10.1080/10911359.2024.2323005

    Mimirinis, M., Ventouris, A. & Wright, E. (2024) Variation in Black students’ conceptions of academic support. British Educational Research Journal, 50, 241–259. https://doi.org/10.1002/berj.3921

    Whitfield, M., Mimirinis, M., Macdonald, D., Klein, T. & Wilson, R. (2023) Phenomenographic approaches in research about nursing. Global Qualitative Nursing Research. Advance online publication. https://doi.org/ 10.1177/23333936231212281

    Rasheed Z, & Mimirinis M. (2023) Integrating Blockchain Technology into a University Graduation System. Trends in Higher Education. 2(3), 514-525. https://doi.org/10.3390/higheredu2030031

    Hameed, U. & Mimirinis, M. (2023) How does digital reflective practice in textile design education relate to creativity? Reflective Practice, 24(3), 310-323.https://doi.org/10.1080/14623943.2023.2194623

    Mimirinis, M. & Ahlberg, K. (2022) Variation in doctoral students’ conceptions of university teaching. British Educational Research Journal, 47(3), 557-578. https://doi.org/10.1002/berj.3669

    Mimirinis, M. (2021) What do undergraduate students understand by ‘excellent teaching’? Higher Education Research & Development. 41(2), 466-480. https://doi.org/10.1080/07294360.2020.1847048

    Mimirinis, M. (2019). Qualitative differences in academics’ conceptions of e-assessment. Assessment & Evaluation in Higher Education, 44(2), 233-248. DOI: https://doi.org/10.1080/02602938.2018.1493087

    Chance, S., Mimirinis, M., Direito, I., Mitchell, J., & Tilley, E. (2019). How architecture and engineering students conceptualize design creation: Report of a pilot study. In American Society for Engineering Education (Vol. 126). American Society for Engineering Education (ASEE).

    Mimirinis, M., (2016). Variability in University Students' Use of Technology: An 'Approaches to Learning' Perspective. Journal of Interactive Learning Research, 27(4), pp. 317-338.

    Mimirinis, M., & Bhattacharya, M. (2007). Design of virtual learning environments for deep learning. Journal of Interactive Learning Research, 18(1), 55-64.

  • Conferences

    Mimirinis, M. (2018). Exploring undergraduate students’ conceptions of ‘teaching excellence’. European Association of Research and Learning Instruction (EARLI) Phenomenography SIG. Birmingham, 16-18 September.

    Mimirinis, M. & Ahlberg, K. (2017). Exploring Doctoral Students' Conceptions of Teaching. Association for the Study of Higher Education (ASHE) conference, Houston, TX. 11 November.

    Reyna, J., Meier, P., Mimirinis, M. & Franetovic, M. (2017). Using Learner-Generated Digital Media (LGDM) as an Assessment Tool. In J. Johnston (Ed.), Proceedings of EdMedia 2017 (pp. 898-903). Washington, DC: Association for the Advancement of Computing in Education (AACE).

Courses taught on