Paul Ashwin’s research is focused on examining ways of conceptualising learning, teaching and assessment in higher education. His work in this area includes two books: he is the lead author on the recently published Reflective Teaching in Higher Education, which supports research-informed university teaching, and Analysing Teaching-Learning Interactions in Higher Education which focuses on ways of conceptualising teaching-learning processes in higher education that support a consideration of both structure and agency.
As part of the Economic and Social Research Council (ESRC) and Higher Education Funding Council, England funded Centre for Global Higher Education (CGHE), Paul Ashwin and Jan McArthur are working on a project that will examine Knowledge, Curriculum and Student Agency in Chemistry and Chemical Engineering in the UK and South Africa. This project builds on a previous ESRC funded project looking at pedagogic quality and inequality in undergraduate Sociology degrees, which Paul Ashwin worked on with Monica McLean, University of Nottingham and Andrea Abbas, University of Bath. Paul Ashwin described some of the findings from this project in a keynote entitled 'Why would going to university change anyone?’