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Female undergraduates playing it 'safe' to stay 'safe': Further understanding sexual violence against women (2021)
Journal Article
Bovill, H., McCartan, K., & Waller, R. (in press). Female undergraduates playing it 'safe' to stay 'safe': Further understanding sexual violence against women. Journal of International Women's Studies, January 2022,

Women’s safety from sexual violence whilst at university is a global issue and the UK is no exception. Whilst the authors of this paper acknowledge that sexual violence can occur across the gender spectrum, most sexual violence ‘victims’ are women an... Read More about Female undergraduates playing it 'safe' to stay 'safe': Further understanding sexual violence against women.

How does student activism drive cultural campus change in the UK and US regarding sexual violence on campus? (2020)
Journal Article
Bovill, H., Mcmahon, S., Demers, J., Banyard, V., Carrasco, V., & Keep, L. (2021). How does student activism drive cultural campus change in the UK and US regarding sexual violence on campus?. Critical Social Policy, 41(2), 165-187. https://doi.org/10.1177/0261018320913967

Using policy frameworks and author expertise to identify relevant literature, four academics and two student-activist-authors, critically review literature upon student activist responses to sexual violence on campus. We conclude, student activism is... Read More about How does student activism drive cultural campus change in the UK and US regarding sexual violence on campus?.

Ignorance is not bliss: A UK study of sexual and domestic abuse awareness on campus, and correlations with confidence and positive action in a bystander program (2020)
Journal Article
Bovill, H., & White, P. (in press). Ignorance is not bliss: A UK study of sexual and domestic abuse awareness on campus, and correlations with confidence and positive action in a bystander program. Journal of Interpersonal Violence, 1-25. https://doi.org/10.1177/0886260520916267

This article reports on a U.K. research study encompassing two surveys which used evidence-based scales of awareness, confidence to intervene, and intervention opportunities and action regarding sexual and domestic abuse on campus. They were sent to... Read More about Ignorance is not bliss: A UK study of sexual and domestic abuse awareness on campus, and correlations with confidence and positive action in a bystander program.

Discussing atypical sexual harassment as a controversial issue in bystander programmes: One UK campus study (2019)
Journal Article
Bovill, H., Waller, R., & McCartan, K. (2019). Discussing atypical sexual harassment as a controversial issue in bystander programmes: One UK campus study. Sexuality and Culture, 1-19. https://doi.org/10.1007/s12119-019-09682-8

This research emanates from an anti-sexual violence bystander programme delivered at an English university. Fifteen students were identified through purposive and convenience sampling to take part in focus groups. Discussions emerged regarding atypic... Read More about Discussing atypical sexual harassment as a controversial issue in bystander programmes: One UK campus study.

Mature female learners activating agency after completion of an education foundation degree: professional progression and the teacher shortage crisis (2019)
Journal Article
Bovill, H., Harrison, N., Smith, H., Bennett, V., & McKenzie, L. (2021). Mature female learners activating agency after completion of an education foundation degree: professional progression and the teacher shortage crisis. Research Papers in Education, 36(2), 196-215. https://doi.org/10.1080/02671522.2019.1633565

This paper draws upon questionnaire data from 126 mature, female alumni students and interviews with a subset of 20 participants who completed education foundation degrees in three English universities in the South West. Three illustrative cases from... Read More about Mature female learners activating agency after completion of an education foundation degree: professional progression and the teacher shortage crisis.

Teaching assistants’ conditions of employment and workload: Reliance upon goodwill and ad hoc systems of preparation time (2017)
Journal Article
Bovill, H. (2017). Teaching assistants’ conditions of employment and workload: Reliance upon goodwill and ad hoc systems of preparation time. Teacher Education Advancement Network, 9(2), 24-34

This paper draws upon research with a group of work-based students studying for a Foundation Degree in Educational Support. It highlights levels of goodwill evident within their day to day planning and preparation and the ad hoc nature of opportuniti... Read More about Teaching assistants’ conditions of employment and workload: Reliance upon goodwill and ad hoc systems of preparation time.

A case study of teaching assistants’ conditions of employment and workload: Reliance upon teaching assistants’ goodwill and ad hoc systems of preparation time. (2015)
Journal Article
Bovill, H. A case study of teaching assistants’ conditions of employment and workload: Reliance upon teaching assistants’ goodwill and ad hoc systems of preparation time. Manuscript submitted for publication

This paper will draw upon research with a group of work-based students studying for a Foundation Degree in Educational Support. Case studies of these work-based students highlight levels of goodwill evident within their day to day planning and prepar... Read More about A case study of teaching assistants’ conditions of employment and workload: Reliance upon teaching assistants’ goodwill and ad hoc systems of preparation time..

The importance of internal conversations and reflexivity for work-based students in higher education: Valuing contextual continuity and 'giving something back' (2012)
Journal Article
Bovill, H. (2012). The importance of internal conversations and reflexivity for work-based students in higher education: Valuing contextual continuity and 'giving something back'. International Journal of Lifelong Education, 31(6), 687-703. https://doi.org/10.1080/02601370.2012.723049

This paper utilises the theories of Archer to explore the impact of student 'internal conversations' upon the development of reflexive approaches employed by work-based students (WBS). The study informing this paper draws on the voices of a range of... Read More about The importance of internal conversations and reflexivity for work-based students in higher education: Valuing contextual continuity and 'giving something back'.

Parents, partners and peers: Bearing the hidden costs of lifelong learning (2011)
Journal Article
Waller, R., Bovill, H., & Pitt, B. (2011). Parents, partners and peers: Bearing the hidden costs of lifelong learning. International Journal of Lifelong Education, 30(4), 509-526. https://doi.org/10.1080/02601370.2011.588464

This paper examines data from three projects to explore the 'hidden costs' of participating in lifelong learning. Whilst other potential risks (financial for instance) are anticipated, those around family and friendship ties are usually not. Adult re... Read More about Parents, partners and peers: Bearing the hidden costs of lifelong learning.