This page shows our projects in this area. Click the links for more details.
In this blog post, current first year EdD student Nigel Hooson outlines his journey into lifelong learning that has seen him make some decisive and interesting choices to arrive at the doctorate in education programme at the university… Following a meeting with my Director of Studies (DoS), Doctor Stuart Connor, I feel that I have
Academic (un)belonging and the neoliberal university: A comparative institutional case study of postgraduate researchers’ experiences at two English universities
The aim of this research is to explore the lived experiences of academic (un)belonging among a diversity of PGRs across pre-92 and post-92 (‘new’) universities in England and how these relate to conceptions of the neoliberal university, with a particular concern with the experiences and inclusion of minority ethnic and international groups.
The status of Comparative International Education (CIE) in Education Studies degrees
Professor Petar Jandric, from Zagreb, Croatia (Visiting Prof at Education Observatory) and Professor Sarah Hayes are co-editing a set of ca 80 Covid-19 testimonies from academics around the world for publication in the Springer journal: Postdigital Science and Education The first set of testimonies were gathered in March-April 2020, just as the lockdown was imposed in many countries. Follow-up
An innovative research project led by the University of Wolverhampton to transform the teaching of languages in Palestine.
Professor John Traxler will undertake vital research which looks at the educational challenges faced by COVID-19
These annual reports consider education in the Black Country holistically and broadly. It moves from early years through compulsory and post-compulsory education, addressing key issues such as mental health and special educational needs and disability along the way, and concludes with a look at possible futures.
Teaching that Matters was researched and written for Million+ by Mark Hadfield, Jas Dhillon, Michael Jopling and Russell Goffe-Wood. The report highlights how a teaching revolution is underway in modern universities with new approaches to teaching and learning that increases employability and improves the social mobility of graduates.
The LiTE (Lost in Transition Europe) project aimed to understand current national strategies that support the transition from non-compulsory, or mature learners, to Higher Education (HE) and build on, or develop new, strategies and resources. The project ran from October 2011 toThe Grant value is €270,000 (75% of project total €360,000) with the support of the Lifelong Learning Erasmus Programme of the European Union. February 2014.
This report outlines the findings of the evaluation of the TDA’s programme for funding ICT in ITT between 2003 and 2008. This page contains a number of video case studies and document downloads, as well as other resources developed. The Training and Development Agency for Schools (TDA) was a body responsible for the initial and in-service training of teachers and other school staff in England from 2005-2012.
With three years and almost €1m this project has embedded best practice in ICT in Education through knowledge, tools and infrastructure in universities in Jordan and Pakistan.
RESEARCH TEAM: Karl Royle (Project Lead) Dr David Scott, Prof John Traxler, Diana Bannister, Amy Welham (Project Support)