Our research

Perceptions of potential undergraduates on the financial benefits of entering higher education

Against the background of higher fees for undergraduate study in England and the provision of new bursaries and scholarships offered by higher education institutions, this project examines the decision-making rationales of students in year 13 in schools and colleges.  One particular focus of the study is the notion of private economic gain of individuals, as this is frequently cited by politicians as a justification of higher private contributions to the cost of higher education. Linked to this is the study’s exploration of participants’ expectations of debt and future financial benefits of studying. A second focus is on the factors that influence the choice of particular institutions and subjects. Sources of information and guidance are a third area of interest.

For more information please contact Dr Hubert Ertl

Prospects for the Future of Education Research in the UK

This project is funded by the Universities Council for the Education of Teachers in collaboration with the British Educational Research Association.

For more information please contact Dr Alis Oancea

Doctoral Training in the Social Sciences: DTC pedagogies and the governance of research training

The ESRC’s 2011 announcement of a network of 21 accredited social science DTCs reflects a major shift in the governance and organisation of doctoral training in the social sciences across the UK. Through site visits, interviews and documentary analysis this study is exploring the influence of this new policy formation on the governance and pedagogy of doctoral training.

For more information please contact Dr David Mills

What is the impact of Departmental or Programme-Level interventions in educational and professional development? Case Studies in a Research University

The goal of this project is to evaluate the impact of bespoke consultations and workshops for host units (e.g. Departments, Colleges, Programmes, and Divisions) across the collegiate University of Oxford. The fields of educational and professional development in the UK generally overlook organisational level interventions and their impacts. We believe that our experience and the evaluation of our work will be of use to others in the field.

For more information please contact Dr Kathleen Quinlan

Developmental-trajectories of doctoral candidate through new appointee: A longitudinal study of academic identity construction

This program on the experiences of early career academics in the sciences builds on the concepts, methods and findings from a previous grant focused on social scientists. By early career academics we mean doctoral candidates, post-PhD researchers and new appointees including teaching-research, research-only and teaching-only positions. No previous studies have bridged the roles of doctoral candidate and new appointee longitudinally including attention to how the personal influences investment in academic work.

For more information please contact Prof Lynn McAlpine

Higher Education in Further Education Colleges

The institutional setup of higher education in England allows students to choose to follow higher education qualifications at a ‘traditional’ university or more ‘non-traditional’ provider, such as further education colleges. In the context of increasing undergraduate student fees and increasingly competitive graduate labour market, students’ decisions about whether and where to pursue higher education will significantly affect the future shape and scope of the sector in England.

This project explores how the motivations, experiences, employment expectations, and outcomes of undergraduates at English universities compare with those at English further education colleges. By comparing these two types of higher education provision in terms of students rather than policy, the project is exploring data on how graduates from each compare in their transitions to the labour market and thus develops on understanding of whether there is a link between type of institution and employment outcomes.

For more information please contact Dr Hubert Ertl

The next generation of social scientists

This longitudinal study builds on an earlier CETL study following social sciences doctoral student and research staff at Oxford and another research-intensive university in order to understand their developing knowledge of academic work. In this phase, a sub-set of 11 doctoral students and research staff are being followed as they navigate their careers post-degree. This work has provided background information for work being undertaken at Oxford to support new researchers, and been presented in workshops nationally.

For more information please contact Prof Lynn McAlpine

Review of the Impact of the Research Assessment Exercise 2008 on education departments in all countries of the UK

This Review was funded by the Universities Council for the Education of Teachers in collaboration with the British Educational Research Association.

For more information please contact Dr Alis Oancea

Educational reform in VET in Germany, England and Austria

This project is concerned with the connections between new curricula and the processes of teaching and learning in vocational education and training (VET). It investigates curricular reforms in college-based VET in Germany, England and Austria and aims to find out to what extent these changes have resulted in innovative teaching and learning processes.

The central assumption of this project is that changes in the regulatory environment and political desire to expand Higher Education which require increasing transition rates between VET and HE will have an impact on the work of lecturers and teachers working in college-based VET contexts. These impacts range from changes in the self-perception of teachers to the way they deal with new curricula resulting from regulatory changes.

For more information please contact Dr Hubert Ertl

Page last modified: November 22, 2013