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Summary of Staff Research Interests

  • Paul Ashwin

    Paul Ashwin

    My research interests are focused on the relations between teaching-learning and knowledge-curriculum practices in higher education. I am also interested in the relations between these practices and higher education policies as well as the relations between theories and methods in research into higher education. The kinds of questions that I explore in this research include:  What counts as high quality teaching and learning in higher education? How is this positioned in policies and practices? How do we research and theorise these competing notions of quality?
  • Brett Bligh

    Brett Bligh

    Brett Bligh is a Lecturer in the Department for Educational Research. He conducts research into the connections between our material surroundings, the technologies that permeate them, and the ways we act, think and learn. Two recurring interests are how Universities design and evaluate their built environment estate to support opportunities for learning, and how very large display tools can support learners' collaboration. More general interests include Activity Theory and collaborative learning. In 2012 he co-authored Nesta's Decoding Learning report, and was previously a member of the EU's "STELLAR" Network of Excellence for Technology Enhanced Learning. In 2010, as part of the Visual Learning Lab, he was awarded a Lord Dearing Award for innovation in teaching and learning.
  • Sue Cranmer

    Sue Cranmer

    My research interests are focused on how digital technologies enhance learning and well-being across the life span at home, school and in other settings. In particular, I believe that uses of digital technologies should be inclusive and my teaching and research is focussed on promoting this.
  • Steven Dempster

    Steven Dempster

    My primary interest is masculinities in education looking particularly at the relationship between gender and learner identities, and the phenomenon of laddishness.  I am also interested in student experience of higher education considering how student identities and lifestyles impact upon students' academic behaviours and sense of well-being.  A further interest is educational transitions (especially between secondary education and work, and school and university) and how these are influenced by individuals' sense of self, their expectations, and the quality and nature of information, advice and guidance (IAG) they receive.
  • Mary Hamilton

    Mary Hamilton

    My work explores communication and interaction in the everyday textually-mediated social world and how people negotiate changes in the resources and technologies available to them. My research approach involves close analysis of how texts, both print and digital, are used within social encounters and how texts circulate within institutional settings. I am interested in informal learning across the lifespan; how older people negotiate changing literacies and technologies making choices among communicative resources (face to face print and digital); the effects of digital literacies on social isolation and connectivity; how communicative and learning resources are built across the life span and can aid adaptability and strong social networks. In recent years I have become increasingly involved with historical and interpretative policy analysis exploring how international influences reach into local practice and the implications of this for tutor and student agency in adult literacy education.
  • Carolyn Jackson

    Carolyn Jackson

    My research explores aspects of gender and education. Questions I investigate include: how do learner and gender identities intersect? What motives 'laddish' behaviours? What are the advantages and disadvantages of single-sex and co-educational schools or classrooms? How do fears operate in education, and with what effects? Why is 'effortless achievement' so appealing, and is it gendered? I have also undertaken research on the doctoral examination process, especially the viva.  
  • Natasa Lackovic

    Natasa Lackovic

    I am a Lecturer in the Department of Educational Research. My specialist areas are image-based (visual) and multimodal research, pedagogy and semiotics and their inter-relationship. I am particularly interested in research on multimodality in higher education. Such interest entails: learning, teaching and assessment designs which acknowledge and explore multimodal learning resources, socio-cultural and theoretical underpinnings of multimodal activities and interactions, and related learners' communication. My other interests include: Exploring "University-Creative Industry/Independent Artists-Community" links and collaborationsThe role and manifestations of creativity in Higher Education Student as artefact creator Technology (tools and platforms) for mediating learning
  • Natasa Lackovic

    Natasa Lackovic

      PhD Supervision Interests I am interested in supervising PhDs in the areas of: Higher Education pedagogy (HE learning, teaching and assessment)Multimodality; multimodal (visual/image-based)pedagogy, research and designDigital tools for learning mediationInnovative HE practiceCritical pedagogy and theoryUniversity-community, university-creative industry/artists collaboration Current Teaching I currently teach on the entirely online Doctoral Programme in Higher Education Research, Evaluation and Enhancement (HEREE) and convene the module ED.S842: Enhancing Learning Teaching and Assessment at University. Career Details I have previously worked as Research Fellow and Teaching Assistant at the University of Nottingham and began my career as an English teacher. I have also engaged in various artistic activities: particularly drawing and music making.
  • Jan McArthur

    Jan McArthur

    My research interests span two themes:  education and social justice, and the nature of higher education. I am interested in  inter-relationships between education and society, and between theory and practice.  I have explored different interpretations of critical pedagogy, and particularly the ways in which conceptualisations of knowledge impact upon social justice.  Much of my work is informed by critical theory, and I have a special interest in the work of Theodor Adorno.   My recent work has looked at the nature of assessment and feedback the role of failure in learning including the relationship between conceptions of failure and social justice.
  • Murat Oztok

    Murat Oztok

    My research interests concern collaborative work and group discussion in digitally-mediated environments, with a theoretical and practical commitment to social justice and equity within learning communities. I draw upon Marxist and Post-Colonial perspectives, and explore the manifestations of social, historical, political, and economic Discourses in digitally-mediated environments. In particular, I am interested in understanding the ways that sociocultural elements inherent in applications of digital education operate to marginalize students who fall outside the ideations of dominant ideology.
  • Don Passey

    Don Passey

    My main areas of research focus on: Teaching and learning outcomes arising from uses of leading edge technologies, principally in primary and secondary schools; Implementation and management of leading edge technologies at local authority and individual institution levels; Uses of data and development of data systems to support curriculum and educational practices; How home and out-of-school practices can enhance and support learning at an individual pupil level; How technologies support young people who are at risk of learning exlusion or who are hard to reach; How evaluation and research can be undertaken to support policy and practice.
  • Colin Rogers

    Colin Rogers

    My research interests are located within the Social Psychology of Education and more precisely within the development of motivational theory and its application to education. Leading research questions focus upon the development of motivation and the extent to which schools; schooling and the technologies they employ may influence student motivation. The transition across educational phases (primary to secondary, secondary to tertiary) and the impact of these upon motivation and self-concept have been an important theme. Recently attention has focused upon the impact of “high stakes” assessment systems on student motivation and the subsequent difficulties students have as they transfer to a different assessment regime. On-going work on the development of independent learning in Higher Education illustrates this concern.
  • Julie-Ann Sime

    Julie-Ann Sime

    Since 1989, I have been involved in working with industry on collaborative research projects in science and engineering fields, particularly through the design of simulation based training systems. Drawing upon research in cognitive science and educational practice, I am interested in supporting meta-cognitive learning processes such as reflection, team training and learning to learn. I am particularly interested in the development of competence and expertise in professional learning, learning from experience and in putting pedagogical theory into practice in design. I work closely with European industries to look at educational issues with real complexity in industrial training contexts. The focus of my investigations has always been on adult learning primarily at the postgraduate level, involving simulations and virtual reality environments.
  • Malcolm Tight

    Malcolm Tight

    I have a broad range of research interests in the fields of higher and post-compulsory education. Over the years, these have included research into: changing patterns of academic workthe nature of the academic experiencethe development of higher education researchthe history and meaning of higher educationalternative modes of studythe postgraduate and research experiencemature and 'non-traditional' studentscomparative studiespatterns of participationthe role of learning in adult life
  • Paul Trowler

    Paul Trowler

    Change and the implementation of higher education policy particularly at institutional and departmental level. My research and evaluation work focuses especially on the significance of disciplinary and contextually-specific locations for leadership and change management. I have a particular interest in academic staff and organizational learning as they relate to the enhancement of teaching and learning in higher education.
  • Jo Warin

    Jo Warin

    My research interests lie in two related areas: gender in education, with particular emphasis on men, masculinities and teaching/caring roles in early childhood;emotional aspects of children's lives in educational contexts with a particular emphasis on their ongoing construction of identity. The linking concept between these interests is identity which I interpret as relational rather than individual.

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