Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.
Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.
Title of Thesis
How could school leaders improve the flourishing and wellbeing of teaching staff?
- Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
- Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
- Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
- Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
- Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
- Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
- Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
- Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
- Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
- Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
- Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
- Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
- Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
- Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
- Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
- Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
- Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
- Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
- Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
- Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
- Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
- Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
- Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12
Anay is passionate about education for first generation learners in remote rural and tribal India.
He loves sports, conversation about philosophy and spirituality, and flowers.
He hopes to transform the teacher education system in India after completing his DPhil at Oxford.
Title of Thesis
The Role of teachers in differentiated education in South India
Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.
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
Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.
He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.
Title of Thesis
Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems
Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686
Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14
Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.
Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.
Xiujuan is currently pursuing a DPhil in Education, researching students’ transition from UK universities to the global labour market.
Her current research interests are centred on exploring the relationships between educational attainment, skills acquisition and labour market outcomes, alongside the economics of education and international education. She is a Kellogg Scholar and a Chevening Scholar.
Alongside her studies, Xiujuan works as a project team leader at the University of the West of England’s Employability and Enterprise Department. She has previously worked at the University of Bristol’s Careers Service and as a manager and English teacher at New Channel Education Group. She is an AGCAS Postgraduate Taught Task Group member. She was also an Advisory Group member for a Universities UK international (UUKi) research project titled “What do international graduates do?”
Xiujuan was raised in Xinjiang, China and completed her undergraduate studies in Beijing. In 2013 she completed a Master of Education course at the University of Bristol.
Mapping Masters students’ transition from UK universities to the global labour market: a two-part exploration
- Why work part-time while studying? The University of Bristol Careers Service website, June 2015.
- Making the most of your summer internship. The University of Bristol Careers Service website, May 2015.
- 新托福听力7天突破 7 Days to a Score of 30 in TOEFL iBT Listening, 李传伟 & 王秀娟 Chuanwei Li & Xiujuan Wang,中国出版集团中译出版社 China Publishing Group, 2015年5月1日 1st May 2015.
- Want to work in the UK after your degree but can’t get a visa – have you tried Tier 5? The University of Bristol Careers Service website, March 2015.
Aizuddin “Jude” Mohamed Anuar is a Malaysian DPhil student in education and a Clarendon scholar.
His DPhil research explores rural young people’s STEM education and aspirations related to ‘development’ in his home country, Malaysia. Within the field of comparative and international education, his research interests include education and inter/national development, postcolonialism, rural education and cultural studies in science education.
Jude previously completed an MSc in Comparative and International Education in the department. Prior to Oxford, he gained professional experience in the philanthropy team of Malaysia’s petroleum corporation, focusing on planning and implementing education outreach initiatives across the country.
He also holds an MA in Cognitive Studies in Education from Teachers College, Columbia University and a BE (Hons) in Chemical Engineering from the University of New South Wales.
Chankseliani, M, Aizuddin, M. A. (2019) Cross-Country Comparison Of Engagement In Apprenticeships: A Conceptual Analysis Of Incentives For Individuals And Firms, The International Journal For Research In Vocational Education And Training, 6(3), 261-283. DOI: https://doi.org/10.13152/IJRVET.6.3.4
Aizuddin, M. A. (2019). Globalisation, the education gospel and a call for local adaptations in the developing world. The New Collection, 13, 36-47.
Aizuddin, M. A. (2019). [Review of the book Dreams made small: the education of Papuan Highlanders in Indonesia, by J. Munro]. Social Anthropology/Anthropologie Sociale, 27(4), 720-721. DOI: https://doi.org/10.1111/1469-8676.12715
Aizuddin, M. A., Erduran, S., & Chankseliani, M. (2019, August). A framework for studying rural young people’s STEM education, aspirations & ‘science for development’. Paper presented at the European Science Education Research Association (ESERA) Conference, Bologna, Italy.
Aizuddin, M. A. (2019, June). Young people’s STEM education and aspirations for development: A comparative case study in Malaysia’s rural heartland. Paper presented at Global Perspectives: Reimagining Education Conference, Worcester, UK.
Aizuddin, M. A. (2019, 19 October). Streamless schools – seamless transition or half-formed idea? New Straits Times (https://www.nst.com.my/opinion/letters/2019/10/531508/streamless-schools-—-seamless-transition-or-half-formed-idea)
Aizuddin, M. A. (2019, 7 August). Knowledge for ‘Good Life’: Which to use? New Straits Times (https://www.nst.com.my/opinion/columnists/2019/08/510965/knowledge-good-life-which-use)
Aizuddin, M. A. (2019, 12 January). Making room for the poor in government residential schools. The Star (https://www.thestar.com.my/opinion/letters/2019/01/12/making-room-for-the-poor-in-government-residential-schools)
Aizuddin, M. A. (2018, 9 November). Building New Malaysia in Our Own Mould. New Straits Times (https://www.pressreader.com/malaysia/new-straits-times/20181109/281694025797620)
Gary’s doctoral research is focused on better understanding the processes involved in university-business Knowledge Exchange activities through the study of multiple collaborations across the University of Oxford.
He is particularly interested in identifying the factors that affect learning outcomes, in order to inform the development of future approaches.
Having gained his BSc (Hons) Geography and PGCE from Liverpool University, Gary taught for over 3 years before joining the British Army. As an education and training officer he held a wide variety of specialist posts, as well as a number of generalist and operational appointments, in UK and abroad. During this time he also gained a MEd from Manchester University and a MBA by distance learning.
Gary’s later Army career was spent in senior appointments, culminating in being appointed Director Educational and Training Services (Army) (professional head of his Branch of the Army) and Director Educational Capability (Army policy lead) for 4 years, in the rank of Brigadier. He made particular contributions to Apprenticeships, literacy and numeracy, HE opportunities, the development of instructors and the provision of foreign language training. He also established developmental pathways and introduced an Army Skills Offer to improve the engagement of Army personnel in learning. When Director, the Army won the Adult Learners’ Week National Employer of the Year Award, and became a Top 100 Apprenticeship Employer. He gave evidence in the House of Commons to the Inquiry into Adult Literacy and Numeracy.
Gary was awarded a Queen’s Commendation for Valuable Service (in Bosnia) in 1998 and was made a CBE in the 2016 New Year’s Honours. He is a Chartered Fellow of the Chartered Institute of Personnel and Development, a Fellow of the Chartered Management Institute, and a Life Fellow of the Learning and Work Institute.
Awarded a Studentship by the Centre on Skills, Knowledge and Organisational Performance (SKOPE), he retains a strong interest in vocational education and training alongside his inter-disciplinary research on knowledge exchange. The latter includes innovation, organisational learning and HE.
Ashmita graduated from Boston University in 2008 with a BSc. in Biomedical Engineering, after which she worked in Research & Development for 6 years.
It is here that she decided to make the leap from formulation chemistry to STEM (Science, Technology, Engineering and Math) Education after having worked on programs involving increasing diversity in STEM in schools.
She received her Master’s from Boston University in 2015 in Education Policy. Her research interests include: STEM education policy; Assessment; Further Education; Higher Education; Science education pedagogy
Laura Brace Rochford is a DPhil candidate in Education funded by the Economic and Social Research Council.
Her research to date has focused on elite secondary schooling in London and Oxford. Her doctoral study explores how a school, its students, and its parents collectively navigate the university applications process.
Laura holds a BA in Anthropology from Georgetown University and an MSc in Comparative and International Education from the University of Oxford, where she was a Routledge Scholar. Prior to coming to Oxford, she worked in an educational consultancy based in New York that advised globally mobile families on school selection and admissions.