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Gillian Byrne is a Senior Lecturer in Academic Skills, based in the Learning Development Group in the Business School. She joined the university in May 2006 having left Huddersfield Technical College after 8 yrs. There she taught English Literature, English Language, Study Skills, Communication Skills and Education Studies to a range of students from GCSE to undergraduate level. Currently she works with both staff and students supporting skills development and teaching and learning innovation.
Gillian has a degree in English Studies from The University of Huddersfield. She holds two teaching qualifications (PGCE FE and PGCE Supporting the Dyslexic Learner in HE and FE), a Masters in Multimedia and Education and an EdD. She is an associate member of the British Dyslexia Association holding Qualified Teacher Status and is also a Fellow of the Higher Education Academy.
Gillian was awarded a Doctorate in July 2017. She conducted a narrative inquiry into the shared learning experiences of UK and International students, looking particularly at the development of academic skills within intercultural communities of practice.
Byrne, G. and Harvey, H. (2015) ‘Supporting international postgraduate learners across a business school’. In: Perspectives on Masters Level Teaching, Learning and Assessment. London, UK: Palgrave. pp. 105-116. ISBN 9781137399366
Byrne, G (2015) ‘Narrative Inquiry and the problem of representation: giving voice, making meaning’ International Journal of Research & Method in Education . ISSN 1743-727X
Blankenship, L., Byrne, G., Dadas, C., Harvey, H. and Updike, A. (2014) ‘Writing Studies Methodologies for Global and Digital Contact Zones’. In: Writing Research Across Borders III Conference, 19th to 22nd February 2014, Université Paris-Ouest Nanterre La Défense,
Byrne, G. and Harvey, H. (2013) ‘Intertwining Learning Cultures: A research based investigation’. In: 7th Conference of the European Association for the teaching of Academic Writing, 26th - 29th June 2013, Budapest
Byrne, G. and Harvey, H. (2012) ‘Business learning development: supporting international student transition’. In: Higher Education Academy Seminar Series: Learning, Research and Impact: Achieving Rigour and Relevance in HRD Research., 15th November 2012, Portsmouth
Byrne, G. and Harvey, H. (2012) ‘Business learning development: supporting international student transition’. In: The ABS Learning & Teaching Conference in association with the HEA 2012: Innovation in challenging times, 23rd 25th April 2012, Manchester, UK
Byrne, G. and Ireland, C. (2011) Using Technology to Prevent Plagiarism: Skilling the Students Huddersfield: University of Huddersfield (Unpublished)
Byrne, G. and Harvey, H. (2011) ‘Improving the international post-graduate student experience in British HE’. In: European Association for the Teaching of Academic Writing (EATAW) Conference 2011: The Role of the Student Experience in Shaping Academic Writing Development in Higher Education, Limerick, Ireland, 29th June 1st July 2011
Byrne, G. and Ireland, C. (2011) ‘Using a student response system to help students learn about plagiarism.’. In: EAP within the HE Garden: Cross Pollination between Disciplines, Departments, Research & Teaching. The BALEAP Biennial Conference, 10th - 12th April 2011, University of Portsmouth
Harvey, H. and Byrne, G. (2010) ‘Embedded Writing Practice’. In: WDHE (Writing Development in Higher Education) Conference 2010, 28th - 30th June 2010, London, UK
Harvey, H. and Byrne, G. (2010) New approaches to teaching and learning: improving the international student experience. Observations of practice at the Howe Writing Initiative, Farmer School of Business, Miami University, Ohio, USA UKCISA
Harvey, H. and Byrne, G. (2010) ‘Blogging to Learn: using blogs to develop academic writing’. In: Cross National Boundries and Linguistic Borders: (Re) Thinking and (Re) Situating the Writing Center and WAC Connection in Europe and Beyond. European Writing Centers Association Conference.2010, 24th - 28th May 2010, Paris, France
Tinker, A., Byrne, G. and Cattermole, C. (2010) ‘Creating learning communities: three social software tools’ Journal of Learning Development in Higher Education , 2. ISSN 1759667X
Tinker, A. and Byrne, G. (2009) ‘From Entertainment to education: can social software engage the reticent writer?’. In: 5th European Association for the Teaching of Academic Writing Conference, 2009: The Roles of Writing Development in Higher Education and Beyond, 30 June - 2 July 2009, Coventry University
Tinker, A., Cattermole, C. and Byrne, G. (2009) ‘Creating Learning Communities: Three Open Source Tools’. In: 6th LDHEN Symposium: the challenge of learning development, 6-7 April 2009, Bournemouth University
Byrne, G., Cattermole, C. and Tinker, A. (2008) ‘Creating learning communities: three open source tools’. In: Teaching and Learning Conference, 15th September 2008, University of Huddersfield
Byrne, G. and Tinker, A. (2008) ‘Meeting diversity through the disciplines: a devolved model of academic skills development’. In: European Writing Centers Association (ECWA) Conference, 19th-22nd June 2008, University of Education, Freiburg, Germany
Tinker, A. and Byrne, G. (2007) ‘Localised one-stop shops: a devolved, embedded model of academic skills provision’. In: Crossing Boundaries: Academic Support for the Learner in HE, 30th June 2007, Middlesex University, Hendon, London, UK
Gillian is a member of the Association for Learning Development in Higher Education. In 2014 she led a team at the university of Huddersfield that hosted the 11th annual conference of the Association for Learning Development in Higher Education (April 2014).
Gillian is a regular reviewer for the journal Studies in Higher Education.
As a senior lecturer in Learning Development, Gillian’s role combines working with students on a one-to-one basis, delivery of embedded skills development sessions and working with staff to integrate skills delivery into the curriculum. She is responsible for taught postgraduate skills teaching across the Business School. As qualified Dyslexia tutor she also works directly with students providing specialist tutorial support.