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Dr Nicola Reimann

Associate Professor

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Associate Professor in the School of EducationED221 
Head of Academic Professional Development in the Durham Centre for Academic Development (DCAD)  


Nicola is Associate Professor in Academic Practice, based both in the School of Education and in the Durham Centre for Academic Development ( Her role focuses on researching learning, teaching and assessment in higher education and educational development for Durham staff, in particular in the context of the Postgraduate Certificate in Academic Practice. She is a qualified school teacher and worked in Modern Foreign Languages (Newcastle University, Sunderland University, Freie Universität Berlin, Open University) before moving into an academic development role. She was involved in conducting initial research on threshold concepts, working with Jan Meyer and Ray Land ( Prior to joining Durham for the second time, Nicola worked at Northumbria University where she was part of the Centre for Excellence in Teaching and Learning Assessment for Learning (CETL AfL) team, led postgraduate modules and programmes for staff and Northumbria’s Professional Recognition Scheme accredited by the Higher Education Academy. Nicola's research focuses on assessment and feedback in higher education and the ways in which academics develop as teachers, and she is committed to research which is of direct relevance to higher educational practice and policy.

Nicola leads the Erasmus+ funded Intercultural Reflection on Teaching (IntRef, which develops and investigates innovative methods for reflecting on teaching using video and video-conferencing. In collaboration with Goethe University Frankfurt in Germany, Padua University in Italy and Associated Partners, IntRef provides academics with transnational professional development opportunities and academic developers and managers with intercultural approaches to reflection.

Nicola also contributes to the 'Degree Standards' Project ( which focuses on the UK external examining system. The project is working with higher education providers to design, evaluate and deliver generic professional development for external examiners and explores approaches to the calibration of academic standards within subject communities. It is led by Advance HE and managed by the Office for Students.

Completed Supervisions

Teachers’ perceptions on the effectiveness of the Oxford Online Placement Test at King Abdulaziz University.

Enacting the Curriculum in English for Academic Purposes: A Legitimation Code Theory Analysis.

Recovery as a troublesome concept: A phenomenographic study of mental health nursing students’ learning experiences.

Using the threshold concept framework to enhance entrepreneurship curricula in higher education

Threshold concepts and the development of initial teacher identity in English language teacher education in Oman: an investigation of students’ perceptions

Intercultural communication: the perceptions of university students learning Chinese as a foreign language in China

Information for prospective doctoral research student supervisions

Nicola welcomes postgraduate research supervisions on any of her research interests, with a focus on qualitative methodologies.

Research interests

  • Learning & teaching in higher education
  • Assessment (for learning) and feedback in higher education
  • Academic and (higher education) teacher development
  • Academic standards

Research Projects

  • IntRef Project: Intercultural Reflection on Teaching

Esteem Indicators

  • 2015: Principal Fellow: Higher Education Academy (PFHEA)


Chapter in book

  • Reimann, N., Sambell, K., Sadler, I. & Kreber, C. (Accepted). Addressing the challenges of assessment and feedback in Business Schools: developing assessment practices which support learning. In Teaching and Learning in Business Schools. Kjaergaard A., Lindgreen, A., Rosier, E., Thomsen, T. U. & Tuncdogan, A. Edward Elgar.
  • Reimann, N. (2009). Exploring Disciplinarity in Academic Development: Do “Ways of Thinking and Practicing” Help Higher Education Practitioners to Think about Learning and Teaching? In The University and its Disciplines: Teaching and Learning within and beyond disciplinary boundaries. Kreber, C. Abingdon, Oxon: Routledge. 84-95.
  • Reimann, N. & Jackson, I. (2006). Threshold concepts in Economics: a case study. In Overcoming Barriers to Student Understanding. Threshold concepts and troublesome knowledge. Meyer, E. & Land, R. Abingdon, Oxon: Routledge. 115-133.
  • Reimann, N. (2001). Dropping out, opting out or staying in: reasons for continuation and non-continuation of German on an Institution-Wide Languages Programme. In Language Learning Futures. Issues and strategies for modern languages provision in higher education. Coleman, James A., Ferney, Derrik, Head, David & Rix, Rob London: Centre for Information on Language Teaching and Research in association with the Standing Conference of Heads of Modern Languages in Universities. 131-149.

Edited book

  • Leder, G., Reimann, N. & Walsh, R. (1996). Ab initio language learning: a guide to good practice in universities and colleges: the example of German. London: CILT.

Journal Article

Supervision students