Examples of theses from the HEREE programme
Ziad Aoudi (2022) A social realist case study exploring the utility of structural-agentic interplay in characterizing the role of agency in the adoption and enactment of teaching approaches in a chemistry department at a higher education institute.
Jonathan Baldwin (2022) The Creative University: The experience of being a creative academic in higher education.
John Carty (2021) Assessing work-based learning on tourism and hospitality programmes in Irish higher education – the view from three main stakeholders (students, industry, HEI staff).
Nicholas Catterall (2020) Organisational hierarchies in English universities: Understanding roles and boundaries.
Sapna Dileesh (2022) Being an academic:Perceptions of expatriate academics.
Michaela Deen ((2022) Deconstructing and reconstructing the student consumer during a crisis.
Katrin Kiisler (2021) A realist evaluation of a doctoral mobility programme in Estonia.
Amy Robertson (2019) Storytelling for learning in a diagnostic radiography community of practice.
Madi Ruby (2021) Beyond Managerialism: Towards a Model of Humanistic-Management.
Alison Said (2020) Vocational teacher educators’ identity: A symbiosis of roles and contexts.
John Scahill (2022) Concept development and transformative agency in the forging of a Campus Sustainability Statement: Insights from a Change Laboratory research-intervention.
Wilma Teviotdale (2019) Expanding the scholarship of teaching and learning: multimodality and semiotics of teaching-learning interactions in an undergraduate Accounting programme.
Clare Tyrer (2021) Beyond prescription, rhetoric and routine: A single-site comparative case study of the conceptualisation, enactment and development of mentoring feedback practices in post-compulsory initial teacher education.
Jacqulyn Williams (2022) An Examination of Students' Intercultural Maturity in Course-based Experiential Learning: A Case Study in International Higher Education.