Search for a Supervisor
We warmly welcome any enquiries from appropriately qualified applicants who are keen to register for doctoral research (MPhil/PhD). We normally require you to have an MA or equivalent qualification. Please read through the areas of research interest of our academic staff listed below.
Students on the four doctoral programmes in the Department of Educational Research are allocated a supervisor at the end of Part 1.
I am interested in research proposals that investigate the connections between our material surroundings, the technologies that permeate them, and the ways we act, think and learn. Such proposals might focus on technology and/or policy. Some indicative examples of suitable areas: participative design of learning spaces; pedagogically-informed institutional evaluation of campus infrastructure; investigations of how learners experience spaces; use of ubiquitous technologies (from mobile devices to wall-sized screens) to support large and small-group teaching and learning. I am also interested in Activity Theory, either to underpin the kinds of research already described, or as an area of inquiry in its own right. I am interested in projects that investigate aspects of the theory itself, or use the Change Laboratory methodology (or variants of it).
I am interested in receiving PhD proposals in most areas related to digital technologies, education and learning. I'm particularly interested in digital inclusion; disengagement; disability; accessibility; social uses of digital technologies; digital literacy; online safety.
I am interested in receiving proposals in areas that relate to evaluation of research or higher education systems. These include projects that involve bibliometrics, scientometrics, politics of bibliometrics and research evaluation, unconscious bias in evacuation systems, national research performance audit systems, altmetrics, dynamics of research, research innovation and evaluation policies, peer review, societal impact (impact) and its assessment, as well as evidence informed policymaking for health and research policy. I am particularly interested in research that adopts an empirical approach utilising both qualitative and quantitative methodologies.
I am interested in receiving PhD proposals in most areas related to student experiences, access and participation in Higher Education. In particular, I am interested in projects that examine the following: gender, social class and ethnicity in HE experiences; student and graduate mobilities; labour market transitions and graduate experiences; 'employability'; the emotional, relational and affective dimensions of higher education; innovative qualitative research methods, including visual and mobile methods and longitudinal studies.
On areas associated with my research interests but in particular in the next few years on widening access, retention and achievement, inclusive curriculum development, the academic and learning experiences of disabled learners, transitions issues into education and the workplace, especially for disabled graduates, from a multi-agency perspective the policy agenda of Schools that will encompass family and intergenerational learning from Faith Schools agenda
I am interested in supervising PhDs which connect with any of the following areas: Gender inequalities in education, specifically identity issues in young people’s educational transitions; Higher Education and widening participation, conceptualised broadly to consider access, experience and transitions from university; Social-class; Social mobility; Bourdieu; Theorising masculinities; Labour market transitions; Young people’s identity construction (including class, gender, race, ethnicity, locality, nationality, migration, religion; Developing visual methodologies).
All aspects of gender and education. For example, single-sex and co-educational learning environments, girls' in- and out-of-school lives, concerns about boys' 'underachievement', constructions of gendered learner identities, gender and teacher identities, gender and the curriculum, gendered identities in Higher Education.
Social psychology of teaching and learning, especially motives for learning or not learning, fear of failure, how classroom environments and peers shape approaches to learning and learner identities.
Fear in education - the effects of fear on all aspects of school and university life.
I am interested in research proposals that investigate the higher education sector in relation to: policy and governance, market-making and industry construction, privatization, quality assurance and evaluation, datafication and digitalisation of governance, platformization, social media, globalisation, global trade agreements, digital economy, knowledge economy, and graduate employability.
I am interested in PhD supervision in the areas of social justice education, conceptualisations of social justice, critical pedagogy, the nature and purposes of higher education, assessment for learning and social justice, educational philosophy and critical theory.
I have a broad range of academic interests, spanning the domains of psychology, sociology, cultural studies, and sociocultural learning theories. I am interested in works aiming to support marginalized or alienated individuals in collaborative work and provide them opportunities to become an equal co-learner.
Uses and impacts of technologies and technology-based resources in formal educational environments
Uses and impacts of technologies and technology-based resources across informal and formal learning environments
Specific aspects of learning and how these are impacted by technologies
How technologies are used by and impact young people who find it hard to learn or who are vulnerable
Uses of data management and data handling in school-based and lifelong learning contexts
I am interested in supervising research into technology enhanced learning (TEL) in professional development settings, particularly using video/virtual technologies, for example: game-based learning, simulations and virtual worlds for training, safety and emergency response training, networked learning, learning design, massive open online courses (MOOCs), and open educational resources (OERs).
Changing patterns of academic work; The nature of the academic experience; The history and meaning of higher education; Alternative modes of study; The postgraduate and research student experience; Mature and 'non-traditional' students; Comparative studies; Patterns of participation; The role of learning in adult life
Higher education policy-making and policy implementation; The analysis of organisational and professional cultures in universitities, particularly as they relate to change-management processes; The reception and impact in differing social contexts of learning, teaching and assessment policies and practices; Discourse and identities in higher education; ethnographic research methodologies.
I would be interested in receiving proposals on: the development of identity through the school years, parenting (especially with a focus on gender), the home-school relationship, gender issues in education (particularly those concerned with issues about male staff in early years education), early childhood