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.

Tak-Lai Cheng (2021) Teacher competence in kindergarten education: Perspective of pre-service kindergarten teachers in the Hong Kong context.

Doris Chong (2020) Under a top-down rubric policy: the perceptions and actualisations of assessment for learning and rubric in higher education in Hong Kong.

Joseph Collins (2019) Lifelong learning as a transformative endeavour: how do part-time mature learners make sense of barriers and opportunities in higher education.

Sapna Dileesh (2022) Being an academic:Perceptions of expatriate academics.

Christine Howing (2022) Employing Master Narratives to Theorise the Missing Men in Higher Education:a grounded theory case study in the UAE.

Michaela Deen ((2022) Deconstructing and reconstructing the student consumer during a crisis.

Ifeatu Efu (2021) Reflection: A means to faculty engagement in meaningful continuing professional development.

Melissa James (2018) Understanding international student recruitment as export marketing behaviour in higher education institutions.

Katrin Kiisler (2021) A realist evaluation of a doctoral mobility programme in Estonia.

Michael Lower (2021) Communities of inquiry pedagogy and consequential transitions in professional education: An action research project in an undergraduate law course.

Cheryl McElroy (2021) The gaze of practical intent: An ethnographic exploration of socio-communicative distortions within hobbyists' informal learning spaces.

Andrea Moloney (2018) From disorientation to reintegration: an exploratory investigation of mature students' engagement in transformative learning.

David Peet (2017) Change in a university department through the practice lens: an ethnographic study of factors inhibiting and scaffolding success.

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.

Kate Wicklow (2021) Value for Money and the Construction of First in Family Students as Consumers in English Higher Education.

Jacqulyn Williams (2022) An Examination of Students' Intercultural Maturity in Course-based Experiential Learning: A Case Study in International Higher Education.