Efficiency analysis of various countries [left column: countries ordered according to our national global indicator; central column: countries ordered according to the number of le... by Ignacio García-Espona (21395335)

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Comparison cloud indicating the words that appeared most frequently with regard to each type of lecturer (lecturers from the USA, top, blue colour; lecturers not from the USA, bott... by Ignacio García-Espona (21395335)

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Global number of lectures and posters (2013-2023). by Ignacio García-Espona (21395335)

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Comparison cloud for posters indicating the words that appeared most frequently in each period (2013-2017, top, blue colour; 2018-2023, bottom, red colour). by Ignacio García-Espona (21395335)

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Poster ratios (women/men) by country and year [Top 10 countries] (Abbreviations: AU: Australia, BR: Brazil, CA: Canada, CN: China, DE: Germany, IT: Italy, JP: Japan, KR: South Kore... by Ignacio García-Espona (21395335)

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Lectures by country and year [Top 10 countries] (Abbreviations: AU: Australia, BR: Brazil, CA: Canada, CN: China, DE: Germany, IT: Italy, JP: Japan, KR: South Korea, TW: Taiwan, US... by Ignacio García-Espona (21395335)

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Lectures by country and year [Top 2-10 countries] (Abbreviations: AU: Australia, BR: Brazil, CA: Canada, CN: China, DE: Germany, IT: Italy, JP: Japan, KR: South Korea, TW: Taiwan). by Ignacio García-Espona (21395335)

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Lecturer ratios (women/men) by country and year [Top 10 countries] (Abbreviations: AU: Australia, BR: Brazil, CA: Canada, CN: China, DE: Germany, IT: Italy, JP: Japan, KR: South Ko... by Ignacio García-Espona (21395335)

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Sample Data. by Ignacio García-Espona (21395335)

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Social life consequences of the Covid-19 pandemic. <i><i>Results displayed in percentages.</i></i> by Katy Andrews (22311170)

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Overall learning experience. <i><i>Results shown in percentages.</i></i> by Katy Andrews (22311170)

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Learn!Bio longitudinal, cross-sectional study 2020-2023: Cohort sizes and participants – overview. by Katy Andrews (22311170)

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Skills development and coping strategies as a consequence of the pandemic. <i><i>Results displayed in percentages.</i></i> by Katy Andrews (22311170)

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Bioscience students career plans during and after the Covid-19 pandemic. <i><i>Results displayed in percentages.</i></i> by Katy Andrews (22311170)

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Participants perception of wellbeing. by Katy Andrews (22311170)

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Challenges and hurdles experienced by bioscience students while working from home. <i><i>Results displayed in percentages.</i></i> by Katy Andrews (22311170)

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Covid-19 timeline in the UK: A comprehensive Covid-19 timeline for the United Kingdom from March 2020 to March 2021 detailing national and local restrictions and national lockdowns... by Katy Andrews (22311170)

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Personal and social attributes and how these inform student’s perception of post-pandemic teaching and learning. <i><i>Results displayed in percentages.</i></i> by Katy Andrews (22311170)

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Students preferences on teaching post-pandemic: <i><i>Results displayed in percentages.</i></i> by Katy Andrews (22311170)

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Participants pathway to resilience at the height of the Covid-19 pandemic. <i><i>Results displayed in percentages.</i></i> by Katy Andrews (22311170)

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