Dr Wenya Cheng

  • Senior Lecturer (Economics)

telephone: 01413307429
email: Wenya.Cheng@glasgow.ac.uk

Adam Smith Business School, 2 Discovery Place, Glasgow, G11 6EY

Import to contacts

ORCID iDhttps://orcid.org/0000-0002-9684-769X

Biography

Wenya Cheng joined the University of Glasgow in September 2017. She holds an undergraduate degree from the University of Hong Kong and a PhD in Economics from the London School of Economics. She previously worked at the University of Manchester as a Lecturer in Economics.

Research interests

Wenya is a member of the Applied Economics research cluster.

Areas of expertise:

  • Development
  • Labour
  • Trade
  • Chinese economy

Publications

List by: Type | Date

Jump to: 2024 | 2022 | 2021 | 2020 | 2019 | 2018
Number of items: 10.

2024

Kushwah, L., Navrouzoglou, P. and Cheng, W. (2024) Embedding sustainability in existing curriculum by using authentic assessments, rubrics, and formative assessments: a case study. In: Wall, T., Trevisan, L. V., Filho, W. L. and Shore, A. (eds.) Sustainability in Business Education, Research and Practices. Series: World sustainability series (WSUSE). Springer: Cham, pp. 241-254. ISBN 9783031559952 (doi: 10.1007/978-3-031-55996-9_16)

2022

Cheng, W. and Selvaretnam, G. (2022) Evaluating the efficacy of different types of in-class exams. Open Scholarship of Teaching and Learning, 2(1), pp. 103-122. (doi: 10.56230/osotl.5)

Cheng, W. and Selvaretnam, G. (2022) Effects of mixed groups on multicultural interaction and student experience. Learning and Teaching: The International Journal of Higher Education in the Social Sciences, 15(2), pp. 1-28. (doi: 10.3167/latiss.2022.150202)

Cheng, W. , Navrouzoglou, P. and Kushwah, L. (2022) Embedding Sustainability in Existing Curriculum by Using Authentic Assessments and Rubrics: a Case Study. Chartered Association of Business Schools Learning, Teaching and Student Experience (LTSE) 2022, Belfast, Northern Ireland, 24-25 May 2022.

2021

Pocher, E., Cheng, W. and Kushwah, L. (2021) Enhancing Student Engagement and Learning Outcome: a Student-centred Teaching Approach for Interdisciplinary Service Courses. 9th European Conference on Education (ECE2021), 15-18 Jul 2021.

Cheng, W. , Kushwah, L. and Selvaretnam, G. (2021) Peer Support for Dissertations in an Online Environment. Teaching and Learning Conference 2021, 06-08 Jul 2021.

Pocher, E., Cheng, W. and Kushwah, L. (2021) Enhancing Student Engagement and Learning Outcome: a Student-centred Teaching Approach for Interdisciplinary Service Courses. Chartered Association of Business Schools Learning, Teaching and Student Experience (LTSE) 2021, 29-30 Jun 2021.

2020

Cheng, W. and Selvaretnam, G. (2020) Two-Nation Group Formations to Enhance Cross-National Interaction to Enhance Learning Experience. 13th Annual University of Glasgow Learning and Teaching Conference, 13 Feb 2020.

2019

Selvaretnam, G. and Cheng, W. (2019) Examination Without Invigilation: a More Effective Assessment Method? CABS LTSE Conference 2019, Manchester, UK, 14-15 May 2019.

2018

Cheng, W. and Morrow, J. (2018) Firm productivity differences from factor markets. Journal of Industrial Economics, 66(1), pp. 126-171. (doi: 10.1111/joie.12165)

This list was generated on Thu Oct 31 01:15:24 2024 GMT.
Jump to: Articles | Book Sections | Conference or Workshop Item
Number of items: 10.

Articles

Cheng, W. and Selvaretnam, G. (2022) Evaluating the efficacy of different types of in-class exams. Open Scholarship of Teaching and Learning, 2(1), pp. 103-122. (doi: 10.56230/osotl.5)

Cheng, W. and Selvaretnam, G. (2022) Effects of mixed groups on multicultural interaction and student experience. Learning and Teaching: The International Journal of Higher Education in the Social Sciences, 15(2), pp. 1-28. (doi: 10.3167/latiss.2022.150202)

Cheng, W. and Morrow, J. (2018) Firm productivity differences from factor markets. Journal of Industrial Economics, 66(1), pp. 126-171. (doi: 10.1111/joie.12165)

Book Sections

Kushwah, L., Navrouzoglou, P. and Cheng, W. (2024) Embedding sustainability in existing curriculum by using authentic assessments, rubrics, and formative assessments: a case study. In: Wall, T., Trevisan, L. V., Filho, W. L. and Shore, A. (eds.) Sustainability in Business Education, Research and Practices. Series: World sustainability series (WSUSE). Springer: Cham, pp. 241-254. ISBN 9783031559952 (doi: 10.1007/978-3-031-55996-9_16)

Conference or Workshop Item

Cheng, W. , Navrouzoglou, P. and Kushwah, L. (2022) Embedding Sustainability in Existing Curriculum by Using Authentic Assessments and Rubrics: a Case Study. Chartered Association of Business Schools Learning, Teaching and Student Experience (LTSE) 2022, Belfast, Northern Ireland, 24-25 May 2022.

Pocher, E., Cheng, W. and Kushwah, L. (2021) Enhancing Student Engagement and Learning Outcome: a Student-centred Teaching Approach for Interdisciplinary Service Courses. 9th European Conference on Education (ECE2021), 15-18 Jul 2021.

Cheng, W. , Kushwah, L. and Selvaretnam, G. (2021) Peer Support for Dissertations in an Online Environment. Teaching and Learning Conference 2021, 06-08 Jul 2021.

Pocher, E., Cheng, W. and Kushwah, L. (2021) Enhancing Student Engagement and Learning Outcome: a Student-centred Teaching Approach for Interdisciplinary Service Courses. Chartered Association of Business Schools Learning, Teaching and Student Experience (LTSE) 2021, 29-30 Jun 2021.

Cheng, W. and Selvaretnam, G. (2020) Two-Nation Group Formations to Enhance Cross-National Interaction to Enhance Learning Experience. 13th Annual University of Glasgow Learning and Teaching Conference, 13 Feb 2020.

Selvaretnam, G. and Cheng, W. (2019) Examination Without Invigilation: a More Effective Assessment Method? CABS LTSE Conference 2019, Manchester, UK, 14-15 May 2019.

This list was generated on Thu Oct 31 01:15:24 2024 GMT.

Supervision

  • Zhou, Zhou
    The Paradox of Intra-household Bargaining Power

Teaching

  • Econometrics 1
  • Economics of Poverty
  • Development Policy

Dr Wenya Cheng, Lecturer in Applied Economics