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Department of Education

Viewing archives for Green Templeton College

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

Publications

Ho, P. J. (2022). Assessing the range of cognitive processes in the Hong Kong Diploma of Secondary Education Examination (HKDSE)’s English language reading literacy test. Language Testing in Asia, 12(18), 1–19. https://doi.org/10.1186/s40468-022-00167-4

Ho, P. J. (2020). For Some or for All: Vocational English for Hong Kong Secondary School Students. In C. Hong, & W. K. Ma (Eds.), Applied Degree Education and the Future of Work—Education 4.0 (pp. 87–95). Springer. https://doi.org/10.1007/978-981-15-3142-2

Ho, P. J. (2015). China-Africa “cooperation” in education. International Politics, 5. https://www.iir.cz/en/china-africa-cooperation-in-education

Jennifer’s DPhil focuses on adoptive families where  the adoptive parents also have birth children. She has worked in adoption support as a Parent Consultant for Adoption UK and as Head of Peer Services at PAC-UK, as well as managing the Adoption UK advice line and the parent training team.

She holds an MSc in Poverty Reduction: Policy and Practice from SOAS, and an MBA from Warwick Business School. She has worked in management consultancy in both the public and private sectors and is a board member of CoramBAAF.

Publications

The Right Tools for the Job. Information Age, November 1996

Global teams for the millennium; Management Decision, 36 (1): 31-33, February 1998

Lucy is a fourth year DPhil student, funded by an ESRC Grand Union DTP studentship.

Service children are identified by virtue of their parent’s (or parents’) occupation. Their lives are shaped by the occupational requirements of the Armed Forces. Service children are more likely to move (home and school) than their civilian peers and parental separation (such as weekending and deployment) is common amongst service families. Alongside these experiences of mobility and separation, being part of an Armed Forces family results in the creation of a distinct identity, which further sets them apart from their peers. As a result of this, service children have unique educational experiences, associated needs and a distinctive identity which are not fully understood, or supported, in an educational context.

Lucy’s doctoral research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

Research/other:

 

LinkedIn: https://www.linkedin.com/in/lucygbrobinson
X/Twitter: @LucyGBRobinson (1) Lucy Robinson (@LucyGBRobinson) 

Áine Kelly is a Care Experienced Research Officer at the Rees Centre. Her research interests focus on understanding and promoting the physical and mental health of children and young people in public care. Áine completed her DPhil with the Rees Centre in 2022 where she used mixed methods (including creative methods with young people) to look at factors associated with the ability of the care system to meet the health needs of young people in care.

Áine was recently awarded a Spark grant from the What Works Centre for Children’s Social Care to assess the feasibility of implementing a co-produced supplementary health measure for young people in residential and foster care. Áine is also part of the team working on the Future of Care research project with Become to co-design a new tool to measure care leavers success. She is also working with the Medical Sociology & Health Experiences Research Group at the University of Oxford to explore care leavers’ transitions to independence, which will be published on Socialcaretalk.org for prospective care leavers, educators, services providers and policy makers.

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Richard Canter is Visiting Professor of Surgical Education in the Nuffield Department of Surgical Sciences, University of Oxford.

Richard Canter qualified in medicine at the University of London in 1976, before becoming a surgeon at the Royal United Hospital, Bath. He completed a PhD in Management at the University of Bath in 1998 studying the nature of power in decision-making at the personal and organisation level in healthcare. Following the critical Kennedy report on surgical training in 2001, he was recruited to the Royal College of Surgeons of England as Deputy Director of Surgical Education with specific responsibility for curriculum development in surgical education in England. He was subsequently Head of the Postgraduate School of Surgery in Bristol until 2012, after which he concentrated on academic work at Oxford. He was appointed a visiting Professor in Oxford in in 2007, Emeritus Consultant at Oxford University Hospitals in 2015, and Associate Fellow at Green Templeton College, Oxford in 2015.

His interests are professionalism and, in particular, its relationship to leadership in healthcare systems. His current specific research interests are the effectiveness or otherwise of leadership education in respect of its impact on quality improvement in healthcare systems.

At the Royal College of Surgeons of England he was clinical lead and Chair of the Needs Analysis Group evaluating educational resources and organisational systems necessary for the implementation of reform of surgical training, and made recommendations for changes that were eventually adopted by all surgical training systems in the United Kingdom. During this appointment an opportunity arose in early 2003 at the end of the Serbian conflict to assist the European Agency for Reconstruction (EAR, a division of the EEC) in providing advice to the Kosovan Ministry of Health to develop new systems for surgical training.

Currently at Oxford, he is lead tutor for the module in Leadership and Management in Healthcare and Deputy Director of the Masters in Surgical Science, and supervises Masters and DPhil students on the subject of organisational change and leadership. In addition he has regular commitments in teaching postgraduate medical trainees and medical faculty on topics such as leadership, quality improvement, educational theory in healthcare, workplace assessments, supporting and talent managing  medical trainees, as well as occasional commitments to supervising students on the Said Business School Global Opportunity and Threats (Oxford) programme in exploring problems in complex systems.

Along the way he has written and spoken on many topics in medicine, obtained research grants, and has unexpectedly been given fellowships and medals. His main interest outside of work is playing music and he runs the Green Templeton College Big Band.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

After completing BSc Psychology with Education degree at the University College London and MSc Research Design and Methodology degree at the University of Oxford, Nancy started her Dphil study focusing on the inclusion and educational supports of children with special educational needs and disabilities in China.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Pok Jing (Jane) Ho is a doctoral student at the Department of Education, specialising in educational assessment.

She is funded by the Bei Shan Tang Foundation Scholarship for Graduate Studies.

Jane’s research explores validity evidence for the Hong Kong Diploma of Secondary Education Examination (HKDSE) as well as how the validation efforts have been communicated and perceived by test users. Her work uses primarily qualitative methods.

Prior to joining OUCEA, Jane completed her MA in International Education Policy Analysis at Stanford University following a four-year stint as a secondary school teacher. She also worked as a project officer at the Education University of Hong Kong, where she is now serving as a consultant alongside her studies.

She is a Peer Supporter at Green Templeton College.

TITLE OF THESIS
Validity and validation: the case of the Hong Kong Diploma of Secondary Education Examination

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