Yvette Wharton
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Research activity per year

Personal profile


My main teaching responsibilities cover the area of physical activity.

I am currently module tutor for the following modules:

3rd year

Public Health and Physical Activity

Fourth Year

Physical Activity for Special Populations

Lifestyle Managment


I contribute to:

Live Well and Prosper

Mental Health Nursing


Research methods and dissertation supervision

Research interests

Currently carrying out research in two areas.

Student pedagogical development - experience of and understanding of student learning.

Howthe experience of outdoor adventure impacts onthe health and well-being of women.


2018 - Team and Group Work: A Student Perspective of Assessment and Management.  Abertay Teaching Learning Enhancement Fund (ATLEF 6). £1000

2015 - Transition into Employment Project.  Abertay Teaching Learning Enhancement Fund (ATLEF 3) £3000

2013 - Employability: Harnessing the student voice to drive curricula and pedagogical enhancement.  Abertay Teaching and Learning Enhancement Fund (ATLEF) - £6092

2013 - An analysis of university sport students’ perceptions of their learning environment, a comparison of a university in Scotland and England.  Carnegie Trust Travel Grant - £858.

2009 - Sport Transition Programme - TFh – Tayside and Fife Articulation Hub, £20,000.  

2008 - Attendance – The Student Perspective, Online questionnaire and focus groups.  Student-Centred Innovations in Learning Development (SCILD), School Award - £745.


Invited speaker - UK Gov - The National Graduate Employability Conference 2022.  

Equality Charter Mark - Athena Swan Reviewer Panelist

External Examiner 2014 - 2018, BSc (Hons) Sport and Exercise Science,  University Campus Suffolk
(University of East Anglia & University of Essex).

External Examiner 2009-2012, BA Physical and Sport Education, St. Mary's University College, Twickenham.


Wharton, C. Y. (2018).  How Women Negotiate the Ageing Process through Participation in Outdoor Adventure Activities.  Ageing and Society.  https://doi.org/10.1017/S0144686X18001356

Cameron A., Wharton Y., and Scally, J. B. (2018).  An investigation into the comparative learning gain and ‘value added’ for students from widening participation and non-widening participation groups: a case study from sports degrees.  Higher Education Pedagogies, 3, (1), 40-59.

Wharton, C.Y., Ramminger, S., Briars, K., Myles, L.  (2017). Transition from College to University - Peer to Peer Student Mentoring.   International Conference on Enhancement and Innovation in Higher QAA Scotland.

Wharton, C.Y., Horrocks, J. (2015).  Students’ perceptions of employability within their degree programme: highlighting the disparity between what academics believe is included and the student experience.   Enhancement and Innovation in Higher Education, QAA, Scotland.  (Conference Paper - online).   http://www.enhancementthemes.ac.uk/resources/presentations-papers/2015-conference-papers/page/4/

Wharton, C.Y., Goodwin,L.J., Cameron, A.J. (2014).  Living up to our students’ expectations: Using student voices to influence the way academics think about their undergraduates learning and their own teaching. International Journal of Higher Education3(4): URL: http://dx.doi.org/10.5430/ijhe.v3n4p72

Expertise related to UN Sustainable Development Goals

In 2015, UN member states agreed to 17 global Sustainable Development Goals (SDGs) to end poverty, protect the planet and ensure prosperity for all. This person’s work contributes towards the following SDG(s):

  • SDG 4 - Quality Education


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