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Rachel Forsyth

Rachel Forsyth PFHEA, BSc, MBA, PhD

Head of UTA


+44 (0)161 247 1128

Faculty Link for: Business and Law, Education, Health Psychology & Social Care (Psychology, Social Care & Social Work)

Thematic lead: Curriculum development

Twitter: @rmforsyth

Teaching and Research Supervision

PGCert in Learning and Teaching in HE/MA in HE: Introduction to Learning, Teaching and Assessment; Developing Academic and Professional Practice; Assessment in HE; Leading a Programme;

PhD supervision


Awards, Honours and Distinctions

Prizes and awards

Winner of the MMUnion Teaching Award for Outstanding Achievement 2014


Research Expertise, Publications and Grants

Transforming Assessment for Institutional Change (TRAFFIC) 2011-2014

Students as Partners (HEA) 2012-13

Supporting Responsive Curricula (2008-2011)

Shareable resources (all available on Creative Commons licences):

Accreditation! the curriculum development board game: a way of getting people involved in course approval and review (staff and students) to think about the processes involved, their roles, and why there sometimes seems to be a tension between speed and quality

Curriculum planning cards: simple resources to provide a visual representation of teaching and learning activities

Assignment task design cards: overviews of various tasks with some guidance on their use

Feedback planning cards: overviews of the main approaches which can be used

Publications and Research Activity

Book Chapters

Hamshire , C.H. , Forsyth , R. , & Player , C. (2018). Transitions of first generation students to higher education in the UK. In Understanding Experiences of First Generation University Students. Bloomsbury.

Prowse , A.J. , & Forsyth , R.M. (2018). Global Citizenship Education - Assessing the Unassessable? In The Palgrave Handbook of Global Citizenship and Education. Palgrave Macmillan.

Neame , C. & Forsyth , R. (2016). Identifying needs and opportunities for academic development. In C. Popovic & D. Baume (Eds). Advancing Practice in Academic Development. Routledge.

Hamshire , C. and Forsyth , R. (2013). Contexts and Concepts: Crafty ways to Consider Challenging Topics. In New Traditional Games for Learning: a case book. N. Whitton and A. Moseley. London, Routledge.


(2014). Transforming Assessment for Institutional Change (TRAFFIC) 2011-2014

Marr , L. and Forsyth , R. (2010). Identity Crisis: Working in HE in the 21st century. Stoke on Trent, Trentham Books.


Hamshire , C. , Forsyth , R. , Bell , A. , Benton , M. , Kelly-Laubscher , R. , Paxton , M. , & Wolfgramm-Foliaki , E. (2017). The potential of student narratives to enhance quality in higher education. Quality in Higher Education. 23(1), 50-64. DOI:10.1080/13538322.2017.1294407

Forsyth , R. , Cullen , R. , Ringan , N. & Stubbs , M. (2015). Supporting the development of assessment literacy of staff through institutional process change. London Review of Education. 13(34-41).

Bird , P. , Forsyth , R. , Stubbs , M. & Whitton , N. (2015). EQAL to the task: stakeholder responses to a university-wide transformation project. Journal of Educational Innovation, Partnership and Change. 1(2).

Conference or Workshop Items

Forsyth , R.M. , & Powell , S.J. (2018). Nailing Jelly to the Wall: CPD for programme leaders. Birmingham.

Forsyth , R.M. , Lowe , T. , & Hamshire , C. (2017). RAISEing to New Heights - expanding the international network for Students as Partners and wider Student Engagement. ISSOTL. Calgary, Canada.

Hamshire , C.H. , O'Connor , D. , Barlund , E. , Hyrkkanen , U. , & Forsyth , R.M. (2017). An International adventure - co-curricular design for Physiotherapy students in Finland and the United Kingdom. ISSOTL. Calgary, Canada.

Forsyth , R.M. (2017). Who'd want to read about that? Publishing your work in the Student Experience in Higher Education Journal. RAISE. Manchester.

Forsyth , R.M. , & Orsmond , P. (2017). Capturing Learning. SEDA spring conference. Manchester.

Hamshire , C.H. , Forsyth , R. , O'Connor , D. , Hyrkkanen , U. , & Barlund , E. (2016). Working better together: embedding quality processes in international collaborations. ICED. Cape Town, South Africa.

Forsyth , R.M. , & Hamshire , C. (2016). Purposeful play: Using games and stories to promote discussion and decision-making in educational development. ICED. Cape Town, South Africa.

Hamshire , C.H. , & Forsyth , R. (2016). What’s your story? - Using story templates to enhance learning. ISSOTL Conference. Los Angeles.

Forsyth , R.M. , & Cullen , W. (2016). How do you make sense of 40,000+ free text comments? HEA surveys conference. Birmingham.

Forsyth , R.M. , & Cullen , W. (2016). You made me fail my students!": tensions in implementing new assessment procedures. SEDA. Edinburgh.

Forsyth , R.M. , Cullen , W. , & Baxter , S. (2016). 48,000 Comments and Counting - What Does It All Mean? AUA Surveys conference. Oxford.

Bird , P. , Hamshire , C. & Forsyth , R. (2015). You must be joking: Games, comics and stories to provoke discussion about institutional data. HEIR Network conference, Paisley

Bird , P. & Forsyth , R. (2015). Module evaluations, institutional responses: Using data to focus improvements in the student experience. AUA Higher Education Course and Module Evaluation Conference. Newcastle.

Hamshire , C. , et al. (2013). Designing games to disseminate research findings. 6th European Conference on Games-Based Learning. Porto, Academic Conferences Ltd.

Ellis , C. , Reynolds , C. and Forsyth , R. (2013). Assessment Analytics: should we do it and if so, what might it look like? ALT-C. Nottingham.

Forsyth , R. (2013). University Standards Descriptors: can you please all of the people even some of the time? Assessment in HE. Birmingham.

Forsyth , R. and Stubbs , M. (2013). From Informing to Informating: profiting from the power of professional teams. Association of University Administrators conference. Edinburgh.

Cullen , R. , Forsyth , R. and Ringan , N. (2012). Transforming Assessment and Feedback for Institutional Change: The Devil is in the detail. ALT-C. Manchester.

Forsyth , R. (2012). Consistency is not conformity: supporting a variety of assessment practice in a diverse institutions. HEA Annual Conference. Manchester.

Eustance , C. , Forsyth , R. and Shephard , M. (2012). Winning hearts and minds: tools and techniques to engage staff in curriculum change initiatives. International Blended Learning Conference. Hitchin.

Forsyth , R. and Cullen , R. (2012). Beginning to Transform Assessment and Feedback for Institutional Change at MMU. The ABS Learning & Teaching Conference.

Sheppard , M. and Forsyth , R. (2012). JISC accreditation: making the right moves for responsive course design and approval. AUA Conference and Exhibition 2012. Manchester.

Forsyth , R. , Whitton , N. and Whitton , P. (2011). Accreditation! The Responsive Curriculum Game. 5th European Conference on Games Based Learning. Athens, Academic Publishing Ltd.

Forsyth , R. and Whitton , N. (2011). A Model of Responsiveness in Curriculum Design. HEA Annual Conference. Nottingham.

Marr , L. and Forsyth , R. (2011). What do you really need to know?: the importance of the third space in developing institutional CPD frameworks. HEA Annual conference. Nottingham.


Forsyth , R. (2013). The Right to Higher Education. Widening Participation and Lifelong Learning. 15(1): 71-73.


Forsyth , R. (2013). The Right to Higher Education. Book review in Widening Participation and Lifelong Learning 15(1): 71-73.

Forsyth , R. (2013). Students as Partners (HEA) 2012-13

Forsyth , R. (2012). Innovation, profit and the common good in higher education: the new alchemy. Book review in Widening Participation and Lifelong Learning. 13(3).

Forsyth , R. (2011). Supporting Responsive Curricula (2008-2011)