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I am interested in receiving PhD proposals in most areas related to knowledge, curriculum, teaching, learning and assessment in higher education, particularly those relating to students' and academics' experiences of higher education.
My research concerns post-compulsory education. I wish to deal with PhD proposals focussed on universities, colleges and other sites of post-compulsory education. I have an interest in work-based learning, though my scholarship is less established in that area. I do NOT wish to supervise PhD projects examining compulsory education (K-12) settings and simply will not consider proposals for such projects. I am interested to supervise proposals that use activity theory to frame the work. I am particularly interested in proposals that use the Change Laboratory or other related interventionist research designs. I am fairly unlikely to consider proposals that do not use activity theory at all.
I am interested in supervising research projects which relate to one or more of the following topics: understandings of the sociomaterial nature of universities and campuses; decolonising higher education; student or staff experiences of higher education; the creation, implementation, and effects of (higher) education policy; international comparative studies;
I am interested in PhD supervision in the areas of care in education; online teaching and learning; critical digital pedagogy; and online communities. I specialize in narrative approaches to research.
I am keen to supervise students who are focused on any aspect of environmental or sustainable education. This extends to place-based learning and outdoor education, as well as how to develop novel approaches to the embedding of environmental issues in curriculum design. I am also interested in motivation, particularly from educators in relation to challenging areas of their practice, and how school culture can impact upon individuals' experiences and perceptions.
On areas associated with my research interests but in particular in the next few years on widening access, retention and achievement, inclusive curriculum development, the academic and learning experiences of disabled learners, transitions issues into education and the workplace, especially for disabled graduates, from a multi-agency perspective the policy agenda of Schools that will encompass family and intergenerational learning from Faith Schools agenda
Most aspects of gender and education. For example, gender-related violence; experiences of LGBTQIA+ people in education; sexism and misogyny in educational spaces; gender and learner identities; women and leadership; gendered experiences of schooling; affect and emotion in education; motivation; relationships and sex education.
I am interested in supervising projects which relate to my research interests, particularly in relation to digital scholarship, online learning (formal and informal), openness in education, educational technology and equity, massive open online courses, or social media in higher education.
I am interested in supervising students whose interests relate to my work in visual, material and digital culture/research/pedagogy, multimodality, semiotics in education, socio-materiality, social justice/critical theory and critical media literacy. Other areas of interest include critical approachers to graduate employability, teaching-learning designs, student empowerment, art-based methods and post-truth/humanism/digital.
I am interested in research proposals which relate to: empirical or theoretical studies about students' and staff' experiences of higher education from a decolonial/post-colonial, feminist, capabilities/human development, critical theory (or any combination of them); studies related to the politics of knowledge and/or epistemic injustice in HE; educational inequalities and injustices in education generally, as well as methodological studies using participatory research or proposing new methodological approaches.
I am interested in PhD supervision in the areas of social justice education, conceptualisations of social justice, critical pedagogy, the nature and purposes of higher education, assessment for learning and social justice, educational philosophy and critical theory.
Changing patterns of academic work; The nature of the academic experience; The history and meaning of higher education; Alternative modes of study; The postgraduate and research student experience; Mature and 'non-traditional' students; Comparative studies; Patterns of participation; The role of learning in adult life
I would welcome PhD applicants with a focus on inclusion and belonging, disability, neurodivergence/autism and education.