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Exploring perceptions of stalking-like behaviour for autistic young people within a neurodivergent and strengths-based framework: Critiquing relationships, sex and health education provision (2023)
Book Chapter
Helen, B., Chicken, S., Bovill, E., Julie, B., & Kieran, M. (in press). Exploring perceptions of stalking-like behaviour for autistic young people within a neurodivergent and strengths-based framework: Critiquing relationships, sex and health education provision. In C. Flowers, M. Mellins, & R. Wheatley (Eds.), Tackling Stalking and Coercive Control amongst Young People. The Alice Ruggles Trust

Many young people do not have a strong understanding of stalking-like behaviour; this chapter considers the challenges this presents with specific reference to autistic young people, focusing upon: prevalence, recognition, awareness and consequences... Read More about Exploring perceptions of stalking-like behaviour for autistic young people within a neurodivergent and strengths-based framework: Critiquing relationships, sex and health education provision.

Too much information: Exploring technology-mediated abuse in higher education online learning and teaching spaces resulting from COVID-19 and emergency remote education (2022)
Journal Article
Bovill, H. (in press). Too much information: Exploring technology-mediated abuse in higher education online learning and teaching spaces resulting from COVID-19 and emergency remote education. Higher Education, https://doi.org/10.1007/s10734-022-00947-0

During COVID-19, universities across the globe experienced a rapid requirement to move to online learning and teaching provision. This rapid move has been explored as emergency remote education (ERE). This paper reviews and presents some emerging lit... Read More about Too much information: Exploring technology-mediated abuse in higher education online learning and teaching spaces resulting from COVID-19 and emergency remote education.

What is currently understood about the impact of sexual violence activism for higher education student sexual violence survivors? (2022)
Journal Article
Bovill, H., & Podpadec, T. (in press). What is currently understood about the impact of sexual violence activism for higher education student sexual violence survivors?. Trauma, Violence, and Abuse, 1-16. https://doi.org/10.1177/15248380221093691

Objective: This systematic literature review maps the landscape of higher education and student sexual violence survivors who become involved in sexual violence activism. It was undertaken to understand what drives student sexual violence survivors t... Read More about What is currently understood about the impact of sexual violence activism for higher education student sexual violence survivors?.

Female undergraduates playing it 'safe' to stay 'safe': Further understanding sexual violence against women (2022)
Journal Article
Bovill, H., McCartan, K., & Waller, R. (2022). Female undergraduates playing it 'safe' to stay 'safe': Further understanding sexual violence against women. Journal of International Women's Studies, 23(1),

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.

Report of research exploring first-year undergraduates’ awareness, confidence to intervene, and intervention behaviours with regard to sexual and domestic abuse on campus and evaluation of an optional 2 hour bystander programme (2019)
Report
Bovill, H. (2019). Report of research exploring first-year undergraduates’ awareness, confidence to intervene, and intervention behaviours with regard to sexual and domestic abuse on campus and evaluation of an optional 2 hour bystander programme. UWE

From 2010 national research clarified that sexual and domestic abuse was an issue for university students (e.g. National Union of Students 2011 ‘Hidden Marks’ and 2012 ‘That’s what she said’). Me too, Time’s Up and Everyday sexism project demonstrate... Read More about Report of research exploring first-year undergraduates’ awareness, confidence to intervene, and intervention behaviours with regard to sexual and domestic abuse on campus and evaluation of an optional 2 hour bystander programme.

Further Exploring Sexual and Domestic Abuse on Undergraduates: Correlations between Awareness/Confidence/Positive Action (2019)
Presentation / Conference
Bovill, H. (2019, July). Further Exploring Sexual and Domestic Abuse on Undergraduates: Correlations between Awareness/Confidence/Positive Action

Further exploring sexual and domestic violence on male and female undergraduates. This paper presents findings from ongoing research exploring sexual/domestic violence on male/female undergraduates. Closed questionnaires were sent to all first year... Read More about Further Exploring Sexual and Domestic Abuse on Undergraduates: Correlations between Awareness/Confidence/Positive Action.

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.

Exploring Sexual Violence Prevention Work through Quantitative Analysis (2019)
Presentation / Conference
Bovill, H. (2019, April). Exploring Sexual Violence Prevention Work through Quantitative Analysis

Exploring sexual violence prevention work on university campus. In 2018 three focus groups were carried out (Bovill, Waller and McCartan) with 15 first year students. These focus groups lasted up to three hours producing data contributing to UWE S... Read More about Exploring Sexual Violence Prevention Work through Quantitative Analysis.

Theoretical Insights into Gender and Sexual Violence for University Students in the UK; Playing it Safe to Stay Safe. (2018)
Presentation / Conference
Bovill, H. (2018, December). Theoretical Insights into Gender and Sexual Violence for University Students in the UK; Playing it Safe to Stay Safe

Whilst US universities can be seen to lead in researching sexual violence on campus, UK response from 2010 has followed. Mixed method studies emerged highlighting prevalence of sexual violence mirroring national and international trends. Though this... Read More about Theoretical Insights into Gender and Sexual Violence for University Students in the UK; Playing it Safe to Stay Safe..

Developing Bystander Intervention in a UK/English context.’ (2018)
Presentation / Conference
Bovill, H. (2018, July). Developing Bystander Intervention in a UK/English context.’

Developing Bystander Intervention in a UK/English context. Campus sexual violence has been under-researched in the UK. British Crime Survey Statistics demonstrating the prevalence of violence towards women changed this landscape. The British Governm... Read More about Developing Bystander Intervention in a UK/English context.’.

Foundation Degrees and Their Impact on Mature Female Learners and Their Communities (2017)
Presentation / Conference
Bovill, H. (2017, July). Foundation Degrees and Their Impact on Mature Female Learners and Their Communities

Foundation Degrees (FDs) were introduced in 2000 as part of the Government’s drive to widen participation in higher education to groups that are (and continue to be) under-represented. Taking two years of full-time study, they were designed for those... Read More about Foundation Degrees and Their Impact on Mature Female Learners and Their Communities.

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.

After a Foundation Degree (2016)
Presentation / Conference
Bovill, H. (2016, December). After a Foundation Degree. Paper presented at SRHE International Conference on Research into Higher Education, Newport, Wales, UK

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..