HECU5 involves four keynote presentations:
Martyn Hammersley on Unreflective
Practice? Case Study and the Problem of Theoretical Inference.
Louise Morley on Researching
Absences and Silences in Higher Education.
Suellen Shay on Higher
Education Studies as a field: are we there yet?
Paul Trowler on Wicked
Issues in Situating Theory in Close Up Research.
Martyn Hammersley is a Professor
of Educational and Social Research at The Open University. He has carried
out research in the sociology of education and the sociology of the media.
However, much of his work has been concerned with the methodological issues
surrounding social enquiry. He has written several books, including: Reading
Ethnographic Research (Longman 1991); What's Wrong with Ethnography? (Routledge
1992); The Politics of Social Research (Sage 1995); Taking Sides in Social
Research (Routledge, 1999); Educational Research, Policymaking and Practice
(Paul Chapman, 2002), and Questioning Qualitative Inquiry (Sage 2008).
Louise Morley AcSS is a Professor
of Education and Director of the Centre for Higher Education and Equity
Research (CHEER) (http://www.sussex.ac.uk/cheer/l)
at the University of Sussex, UK. She is an Academician of the Academy
of Social Sciences and a Fellow of the Society for Research into Higher
Education. Her research and publication interests focus on international
higher education policy, gender, equity, micropolitics, quality, and power.
She is currently directing an ESRC/DFID funded research project on Widening
Participation in Higher Education in Ghana and Tanzania (http://www.sussex.ac.uk/wphegt/).
Her publications include Gender Equity in Selected Commonwealth Universities
Research Report No. 65, DFID (2006); Quality and Power in Higher Education
(2003) Open University Press; Organising Feminisms: The Micropolitics
of The Academy (1999), Macmillan.
Suellen Shay is Associate Professor
in the Centre for Higher Education Development (CHED) at the University
of Cape Town. She is also currently Deputy Dean of CHED. Her career in
CHED since 1989 has included language development, curriculum development,
and staff and institutional development. Her research attempts to bring
the theoretical frameworks of sociology of education to an understanding
of higher education as social practice, specifically focusing on assessment
and more recently knowledge and curriculum. Her most recent research has
been published in Teaching in Higher Education, Studies in Higher Education,
British Journal of Educational Research and Harvard Educational Review.
In 2008 she convened the Higher Education Close Up 4 conference in Cape
Town, South Africa and co-edited (along with Paul Ashwin and Jenni Case)
a special edition of Studies in Higher Education from the conference.
For more details of her research see http://www.haesdu.uct.ac.za/Shay_resume_31-03-09.pdf
Paul Trowler is Professor of Higher
Education in the Department of Educational Research at Lancaster University,
UK. Research interests include: Planning and managing change in universities;
the implementation of planned change particularly related to the enhancement
of the curriculum, teaching, learning and assessment; higher education
policy-making and environmental change; cultures in universities; academic
'tribes' and their disciplinary territories; approaches to evaluation.
Paul’s most recent books are Cultures and Change in Higher Education
(PalgraveMacmillan, 2008) and (edited, with Murray Saunders and Roni Bamber)
Enhancing Learning and Teaching in Higher Education: Theory, Cases, Practices
(Open University Press/SRHE, 2009). More details on Paul’s work
can be found at: http://www.lancs.ac.uk/staff/trowler/cv.html