Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.
Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.
Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.
Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.
Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.
Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.
- Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017); The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).
Natia Sopromadze is a Research Officer working on the project “Education partnerships for development: Sustaining teacher quality in context”.
The study aims to investigate teacher education and early career teaching experiences across selected countries eligible for official development assistance. The research is funded by the John Fell Fund at the University of Oxford and is led by Prof Diane Mayer. Within this project, Natia is responsible for trialling a multi-country survey in collaboration with researchers and policymakers in Bhutan, Malawi, Mexico, Moldova and Timor-Leste.
Natia has international experience in different higher education contexts having worked at Georgian, Kuwaiti and UK universities. She is interested in comparative research methodology, particularly, issues of equivalence across diverse cultures and languages. Her research interests also include narrative, visual, digital and mixed methods at the intersection of disciplines.
Before joining the Department of Education in January 2020, Natia was part of collaborative research projects at the University of Wolverhampton, where she examined effective learning spaces and inclusive science education at tertiary level. Prior to this, Natia was an Early Career Fellow at the Warwick Institute of Advanced Study, where she co-organised an online symposium on “Methodological Innovations in Cultural Research.”
Natia holds a BA in English Philology from Akaki Tsereteli State University (Georgia), an MA in Educational Leadership and Innovation and a PhD in Education from the University of Warwick (UK).
Sopromadze, N., Moorosi, P. (2017) Do we see through their eyes? Testing a bilingual questionnaire in education research using cognitive interviews. International Journal of Research and Method in Education, Vol. 40, No. 5, pp. 524-540. DOI: https://doi.org/10.1080/1743727X.2016.1181163
Sopromadze, N. (2011) Bologna reforms in Georgia: Changes, challenges and pitfalls. International Journal ‘Intellect’, Georgian Foundation for Development of Sciences and Society, Vol. 40, No. 2, pp. 166-169.
Goodall, J., Smith, R., & Sopromadze, N. (2013) An investigation into the training and development needs of Heads of Department in English Universities. British Educational Leadership, Management and Administration Society, pp. 1-12.
Research Blog Posts
Sopromadze, N. (2019) What I meant and the respondent assumed: Improving survey questions with cognitive interviews. BERA Blog, British Educational Research Association.
Sopromadze, N. (2019) ‘Lead with heart, manage with care: Emotional experience of departmental leadership at Georgian and English universities’ at Responsibility of Higher Education Systems: What? Why? How?, The European Higher Education Society (EAIR) 41th Annual Forum, Leiden University, August 25-28, Leiden, the Netherlands.
Sopromadze, N., Karodia, N., Butler, R., Rhodes, J., Prior, R., Stanley, J. (2019) ‘Changing spaces: academic staff’s perceptions of conventional and imagined learning environments’ at 11th International Conference on Education and New Learning Technologies (EduLearn), Palma Convention Centre, July 1-3, Palma de Mallorca, Spain.
Sopromadze, N. (2018) “Vignettes in comparative education research: Interviewer as a storyteller” at Identities and Education: Comparative Perspectives in an Age of Crisis, Comparative Education Society in Europe (CESE) Conference, University of Cyprus, May 29 – June 1, Nicosia, Cyprus.
Sopromadze, N. (2016) “From English to Georgian: Questionnaire translation and adaptation in comparative education research” at International Conference Education, Reflection, Development, Babeș-Bolyai University, July 8-9, Cluj, Romania.
Sopromadze, N. (2015) “Am I We? Perceptions of self and others in leadership discourse” at Warwick International Postgraduate Conference in Applied Linguistics, University of Warwick, June 23-25, Coventry, UK.
Sopromadze, N., Moorosi, P. (2014) “Do we see through their eyes? Testing a web-based survey through cognitive interviews” at British Educational Research Association Conference (BERA), London Institute of Education, September 23-25, London, UK.
Sopromadze, N. (2014) “Emotional leadership in higher education: A cross-cultural study of heads of department in Georgia and England” at Opening up the Ivory Tower, Kaleidoscope Conference, University of Cambridge, May 29-30, Cambridge, UK.
Sopromadze, N. (2013) ‘A cross-cultural comparative study of emotional leadership at Georgian and English universities’ at Challenges and Innovation, Students’ Ongoing Research in Education Studies Graduate Conference (STORIES), Department of Education, University of Oxford, March 12-13, Oxford, UK.
Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.
Yousef’s doctoral research aims to map the protective factors and risk factors of educational resilience in unaccompanied refugee students using a mixed methods design.
For several years, Yousef has consulted in social policy data analysis and program evaluation for various NGOs, governments and UN agencies in the MENA region, East Africa, North America and Latin America. Prior to arriving to Oxford, he was an Education Pioneers Fellow in the US through which he worked as a Data Analytics & Compliance Manager for Boston Collegiate, a charter management organization in Boston.
Yousef holds a BA in International Studies from the American University of Sharjah (UAE), an MPA in International Security Policy from Columbia University (USA), and an EdM in Mind, Brain and Education from Harvard University (USA). He is passionate about promoting social justice education and improving diversity, equity and inclusion in social policy and practice.
Inga is a DPhil (PhD) Candidate in Comparative and International Education, with a research focus on higher education for refugees. Originally from Norway, she has spent over seven years teaching in Rwanda and Lebanon.
Prior to enrolling in the DPhil program, she earned her M.S. in Global and International Education from Drexel University (Pennsylvania, USA), and her B.A. in Biology from Truman State University (Missouri, USA).
Inga’s DPhil research focuses on the delivery of higher education in protracted refugee situations, with a particular focus on Rwanda. Through a mixed methods approach, the study seeks to evaluate the potential impact of refugee higher education within the framework of UN’s durable solutions for refugees: voluntary repatriation, local integration, and resettlement to a third country.
In addition to her doctoral work, Inga takes on educational research assignments, including with the International Institute for Educational Planning (IIEP) at UNESCO.
She continues to be involved in teaching, and was certified as an Associate Fellow of The Higher Education Academy at Oxford in 2016. She is an instructor in Human Rights/Women’s Rights at Jesuit Worldwide Learning: Higher Education at the Margins, delivering online education to refugee students in Kenya, Malawi, Thailand, and the Middle East. She also teaches International Development at undergraduate level with Oxford Summer Courses.
Lastly, as an ambassador for edSeedTM — a crowdfunding network for refugee higher education— Inga is presently working to promote the online platform in Rwanda.
Title of Thesis
Higher education for refugees within the Durable Solutions Framework: The case of Congolese refugees in Rwanda
Edwards Jr., D. B. & Storen, I. (2018). The World Bank and educational assistance: History, theory, research. In G. Noblit (Ed.), Oxford research encyclopaedia of education. Oxford University Press.
Edwards Jr., D. B. & Storen, I. (2018). The World Bank and education reform in Indonesia: Community-driven development, school-based management, and low-fee private schools. Privatization in Education Research Initiative.
Edwards Jr., D. B., Brehm, W.C. & Storen, I. (2018). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia. Compare: A Journal of Comparative and International Education 48(2): 171-188
Edwards Jr., D. B. & Storen, I. (2017). Community-driven development and the changing nature of the World Bank’s impact in Indonesia. International Education Journal: Comparative Perspectives 16(3): 17-31
Storen, I. (2016). The shortcomings of vocational training in long-term refugee camps: Observations from Lebanon and Rwanda. NORRAG News 53, 72-74
Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).
There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.
Title of Thesis
Education and Training Policies in Egypt: Good Governance and Stakeholders Participation