Research Menu
Summary of Staff Research Interests
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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? -
Sue Cranmer
My research interests are broadly focused on how digital technologies enhance learning. Related to this, I am concerned with digital inclusion to ensure that the potential opportunities for learning offered by digital technologies are available to all; and digital literacy to ensure uses are safe and productive. To provide context for this, I am also interested in understanding how people use digital technologies across the lifespan at home, at school and in other settings. -
Sondra Cuban
Recent research has focused on the roles of education and learning in the networks and mobilities of migrant care workers (Home/Work) for the ESRC. This study focused on the gendered geographies of skilled migration at the intersections of labour, care, and rurality. Other research has focused on European trade union study organisers and educational needs assessments for the European Commission. My writing focuses on: women, learning and communication through ICTs; the feminisation of migration and education; mobile learning and e-learning, and international and comparative education. A forthcoming (2013) book, 'Deskilling Migrant Women in the Global Care Industry' (Palgrave Macmillan) focuses on many of these issues. See: http://www.palgrave.com/products/title.aspx?pid=529851. My most current research focuses on: 1) The role of ICTs in transnational caring, learning, and communicating for immigrants and their families; 2) deskilling and higher education amongst immigrant women and 3) mothers and blogging -
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
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
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. -
Robert Kemp
Bob Kemp is interested in iterative design methods for learning technologies, and the role of evaluation in such methods, writing and note-taking technologies and their educational use, and hypertext writing. -
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
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
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
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
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
My research is focused on socio emotional aspects of children's lives in educational contexts, including the family, with a particular emphasis on identity. I recently completed a qualitative longitudinal study with school pupils from the ages of three to seventeen, considering how these young people construct a sense of self and how this changes during their school career. I am also interested in current debates about staff gender issues in primary and early years' education, drawing on theories of masculinities, bringing together research on the identities of male teachers and fathers.
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