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Victoria Rafferty

Victoria is a Learning Development Officer at the Writing Development Centre.  She joined the team in 2018, having gained a wealth of experience in teaching and working with students and their learning practices since 1999. She is a Fellow of the Higher Education Academy (FHEA), member of the Association of Learning Developers (ALDinHE) and Certified Practitioner of Learning Development. She holds a Certificate of Education (post-compulsory education) from Sunderland University as well as her MA Education (Research) (Newcastle), MA Social Research (Durham) and BA (hons) Social Science (Applied) (Sunderland).  She also holds a Certificate in English Language Teaching to Adults (CELTA) (Cambridge English Language Assessment).

Victoria has taught English as a foreign language (Lisbon, Portugal) and has experience of teaching and working with students in their learning practices in Further and Higher Education, working as a Specialist Tutor (Sunderland College), Academic Tutor for Humanities and Social Science (INTO Newcastle University), Student Academic Advisor (Sunderland University, Faculty of Business, Law and Tourism) and Study Skills Support Adviser (Sunderland University).

Victoria is also currently studying for a Professional Doctorate (part-time) which is a grounded theory study, aiming to explore students’ experiences of one to one discussions around academic study practices.


Rafferty, V. (2017) Making connections: students’ experiences of academic advice and guidance discussions, ALDinHE Bulletin.  Available at: http://www.aldinhe.ac.uk/resources/files/Newsletters/Newletter%20Issue%2012.pdf  (Accessed: 19 May 2017)

Rafferty, V. (2017) ‘Exploring students’ experiences of 1-1 advice and guidance conversations: a pilot study’, 2nd Annual New Postgraduates Research Conference, University of Sunderland, 14th & 15th September 2017.

Rafferty, V. (2017) ‘Exploring students’ experiences of 1-1 advice and guidance conversations: a pilot study’, 3 Rivers Regional Conference, Teesside University, 17 March 2017.

Barkas, L., Wharton, K. & Rafferty, V. (2016) ‘Function or Purpose? The Chimera of Criticality in Marketing Pedagogy’ [conference paper], Academy of Marketing, Newcastle Business School, University of Northumbria, 4-7 July 2016.

Rafferty, V. (2016) ‘Exploring students’ experiences of one-to-one advice and guidance conversations with Student Academic Advisors: early plans for a case study’ [poster presentation], Association of Learning Developers in Higher Education (ALDinHE) annual conference, Heriot-Watt University, Edinburgh, 21-23 March 2016.

Charlton, H., Fishburn, A. & Rafferty, V. (2014) ‘Exploring student understanding of Undergraduate Generic Assessment Criteria’, Higher Education Academy annual conference, Aston University, Birmingham, 1-3rd July 2014.

Wall, K., Higgins, S., Rafferty, V., Remedios, R & Tiplady, L (2012) ‘Comparing Analysis Frames For Visual Data Sets: Using Pupil Views Templates to explore perspectives of learning’, Journal of Mixed Methods Research.  Published online July 2012.

Charlton, H., Fishburn, A. & Rafferty, V. (2012) Exploring international students’ expectations of HE study behaviours: the story of an evolving programme to support students onto and through their undergraduate programme, 5th Annual NE Universities (3 Rivers Consortium), Regional Learning and Teaching Conference, 29 March 2012.

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