Alis Oancea is Professor of Philosophy of Education and Research Policy.

She specialises in studies of research practice, policy and governance and in philosophy of research – including research ecosystems, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities.

This strand of work is complemented with a strong interest in teacher education research, innovation in teacher education policy and practice, knowledge and values in the teaching profession, and the role of research in teacher education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; as well as an honorary doctorate (Doctor Honoris Causa Socialium Scientiarium) from the University of the West, Timisoara. Leadership roles have included Director of Research and REF 2021 coordinator in the department (2016-20 and Deputy Director for Research before that) and Senior Academic Advisor on Impact, University of Oxford.

She was also Executive Council member and trustee of the British Educational Research Association in the early 2010s. She currently leads a three-year ESRC/ CGHE research-on-research project  of international scale, and is joint editor of Oxford Review of Education and Chief Editorial Advisor, Routledge Open Research (Education).

Recent professional activity includes:
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Doctor Honoris Causa of the University of the West, Timisoara
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Joint Editor, Oxford Review of Education
  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Research Coordinator, Kellogg College, Oxford
  • Fellow of the Higher Education Academy
  • Member of the EC Expert Group on “Indicator frameworks for fostering open knowledge practices in science and scholarship”
  • Member of the International Advisory Panel for the reform of teacher education in Norway, 2017-20 – see “Transforming Norwegian Teacher Education” report
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • Vice-chair, Horizon Europe funding calls
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Grant panel, Academy of Finland
  • Member of the UCET working group on the Intellectual Base of Teacher Education (2019-20)
  • Secretary, Oxford Branch of the Philosophy of Education Society of Great Britain
  • Member of Research Management Committee, ESRC Centre for Global Higher Education
  • Co-convenor of Philosophy, Religion and Education research group, Oxford
  • Lead of the BERA Observatory of Educational Research, 2015; co-lead of the report on ‘The capacity and impact of education research in the UK’ for the Royal Society and British Academy 2018 joint enquiry on educational research; and lead of the evidence review on “The landscape of educational research in the UK (2010-20)”, also for the two Academies.
Selected past engagements
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of ‘Research Intelligence’ (2010-12)
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)
  • Pro-Proctor, University of Oxford (2017-18)
  • Research theme coordinator, Policy, Economy and Society (2014-16), Department of Education, University of Oxford
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member of the European Educational Research Association (2011-12)
  • Editorial board member: Review of Education; Educational Theory (review board)
  • Member of grant panel, research centres, ESRC
  • Vice-chair, Horizon 2020 calls
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Member of BERA’s Academic Publications Committee
  • Organising Committee Member, ECER 2014 (London) (2011-12)
  • Member of the Research and International Forum of UCET and of the UCET/BERA Working Group on the future of educational research (2011-12)
  • Member of the Planning Group of the UK Strategic Forum for Research in Education (2009-10)
  • External Examiner

Research

Books
  • Orchard, J., & Oancea, A. (2015). Preface (p. vii - x). https://doi.org/10.1002/9781118977859
    DOI: https://doi.org/10.1002/9781118977859

  • Punch, K., & Oancea, A. (2014). Introduction to Research Methods in Education. SAGE.

  • Oancea, A., & Cohen, L. (2014). Research methods in education. Routledge.

  • Pring, R., Hayward, G., Hodgson, A., Johnson, J., Keep, E., Oancea, A., Rees, G., Spours, K., & Wilde, S. (2012). Education for all: The future of education and training for 14-19 year olds (pp. 1-246). https://doi.org/10.4324/9780203873595
    DOI: https://doi.org/10.4324/9780203873595

  • Pollard, A., & Oancea, A. (2010). Unlocking Learning? Towards evidence-informed policy and practice in education. Final report of the UK Strategic Forum for Research in Education. British Educational Research Assocation. https://ora.ox.ac.uk/objects/uuid:686b151e-6d4b-4aa9-99eb-dcc48d57187f
    https://ora.ox.ac.uk/objects/uuid:686b151e-6d4b-4aa9-99eb-dcc48d57187f

  • Oancea, A. (2010). The BERA / UCET Review of the Impacts of RAE 2008 on Education Research in UK Higher Education Institutions. BERA/ UCET.

  • Furlong, J., & Oancea, A. (2007). Assessing quality in applied and practice-based research in education: Continuing the debate (pp. 115-118). https://doi.org/10.1080/02671520701296015
    DOI: https://doi.org/10.1080/02671520701296015

  • Oancea, A. (2001). Causal Explanation and Teleological Explanation in Educational Research. The University of Bucharest Publishing House.

  • Book chapters
  • Stamou, E., Oancea, A., & Edwards, A. (2022). Knowledge exchange in the social sciences: knowledge ecosystems, networks, and the social enterprising of research. In M. Tamboukou (Ed.), Lines of Flight in Education: Thinking with Stephen J. Ball. Routledge. https://doi.org/10.4324/9781003141914
    https://ora.ox.ac.uk/objects/uuid:5207f0c3-8876-45a2-806f-d69b3a2dca5d

  • OANCEA, A. (2018). The Practice of Educational Research. In P. Smeyers (Ed.), International Handbook of Philosophy of Education (pp. 1045-1057). Springer International Publishing. https://doi.org/10.1007/978-3-319-72761-5_73
    DOI: https://doi.org/10.1007/978-3-319-72761-5_73

  • Bridges, D., Oancea, A., & Orchard, J. (2017). Teacher education as ethical practice. In A Companion to Research in Teacher Education (pp. 541-554). Springer.

  • Bridges, D., Oancea, A., & Orchard, J. (2017). On the role of philosophical work in research in teacher education. In A Companion to Research in Teacher Education (pp. 541-554). https://doi.org/10.1007/978-981-10-4075-7_36
    DOI: https://doi.org/10.1007/978-981-10-4075-7_36

  • Oancea, A. (2016). Including Ethics in Social Science Research. In K. Punch (Ed.), Developing Effective Research Proposals. SAGE. https://uk.sagepub.com/en-gb/eur/developing-effective-research-proposals/book245416#contents

  • Oancea, A. (2016). The aims and claims of educational research. In EDUCATION, ETHICS AND EXPERIENCE: ESSAYS IN HONOUR OF RICHARD PRING (pp. 109-122).

  • Oancea, A. (2015). The aims and claims of educational research. In M. Hand & R. Davies (Eds.), Education, Ethics and Experience: Essays in honour of Richard Pring. Routledge. https://doi.org/10.4324/9781315716466
    https://ora.ox.ac.uk/objects/uuid:a5cccbba-436a-4905-beb5-6a0c188b810a

  • Oancea, A. (2014). Ethics in social science research. In K. Punch (Ed.), Introduction to Social Research. SAGE.

  • Oancea, A., & Orchard, J. (2013). The Future of Teacher Education. In Education Policy: Philosophical Critique (pp. 74-88). https://doi.org/10.1002/9781118680544.ch6
    DOI: https://doi.org/10.1002/9781118680544.ch6

  • Oancea, A., & Punch, K. (2013). Literature Searching and Reviewing. In Introduction to Social Research Quantitative and Qualitative Approaches. SAGE.

  • Oancea, A. (2012). Philosophy of education. In ROUTLEDGE COMPANION TO EDUCATION (pp. 66-74).

  • Oancea, A. (2011). Philosophy of education. In J. Arthur & A. Peterson (Eds.), The Routledge Companion to Education. Routledge. https://doi.org/10.4324/9780203802243
    DOI: https://doi.org/10.4324/9780203802243

  • Oancea, A., & Bridges, D. (2010). Philosophy of education: The historical and contemporary tradition. In Disciplines of Education: Their Role in the Future of Education Research (pp. 50-66). https://doi.org/10.4324/9780203844137
    DOI: https://doi.org/10.4324/9780203844137

  • Oancea, A., & Bridges, D. (2010). Philosophy of education: The historical and contemporary tradition. In Disciplines of Education: Their Role in the Future of Education Research (pp. 50-66). https://doi.org/10.4324/9780203844137-8
    DOI: https://doi.org/10.4324/9780203844137-8

  • Oancea, A. (2010). Does the concept of knowledge translation capture the complexity of the relationship between research and practice?. In Using Evidence: Advances and debates in bridging health research and action. Canadian Institutes of Health Research.

  • Oancea, A., & Furlong, J. (2010). Expressions of excellence and the assessment of applied and practice based research. In S. Groundwater-Smith & A. Campbell (Eds.), Action research in education. SAGE.

  • Oancea, A. (2010). Does the concept of knowledge translation capture the complexity of the relationship between research and practice?. In R. Lyons (Ed.), Using Evidence: Advances and debates in bridging health research and action. Canadian Institutes of Health Research.

  • Oancea, A. (2010). Research assessment in the United Kingdom: Issues of concern. In World science report: Knowledge divides (pp. 259-261). UNESCO.

  • Oancea, A., & Pring, R. (2009). The importance of being thorough: On systematic accumulations of “what works” in education research. In D. Bridges, P. Smeyers, & R. Smith (Eds.), Evidence-based education policy: What evidence? What basis? Whose policy?. Wiley-Blackwell.

  • Oancea, A. (2008). Standardisation and versatility in research assessment. In A. Besley (Ed.), Assessing the Quality of Research in Higher Education. Sense.

  • Oancea, A. (2003). Scientificity criteria for educational research. In M. Calin (Ed.), Theory and Metatheory of Education. Aramis.

  • Oancea, A. (2003). Causal and teleological explanations in educational research. In M. Calin (Ed.), Theory and Metatheory of Education. Aramis.

  • Oancea, A. (2002). Scientific explanation in pedagogy. In Pedagogie. Fundamentari teoretice si demersuri aplicative. Polirom.

  • Oancea, A., & Calin, M. (2002). The scientificity of educational knowledge. In E. Paun & D. Potolea (Eds.), Pedagogie. Fundamentari teoretice si demersuri aplicative. Polirom.

  • Oancea, A. (2002). Integrating support materials in classroom activities. In . World Bank (Ed.), Developing Rural Education in Romania. Ministry for Education and Science.

  • Oancea, A. (n.d.). Beyond the frame: hard-to-assess research-impact nexuses in the social sciences and the humanities. In M. Ochsner & Z. Bulaitis (Eds.), Accountability in Academic Life: European Perspectives on Societal Impact Evaluation. Edward Elgar. https://ora.ox.ac.uk/objects/uuid:cc74ed26-ebb1-4833-a9d3-42c812a6de04
    https://ora.ox.ac.uk/objects/uuid:cc74ed26-ebb1-4833-a9d3-42c812a6de04

  • Journal articles
  • Sum, M., & Oancea, A. (2022). The use of technology in higher education teaching by academics during the COVID-19 emergency remote teaching period: a systematic review. International Journal of Educational Technology in Higher Education, 19. https://doi.org/10.1186/s41239-022-00364-4
    https://ora.ox.ac.uk/objects/uuid:66039795-af79-479b-baf6-b6639fc36477

  • Fancourt, N., Foreman-Peck, L., & Oancea, A. (2022). Addressing ethical quandaries in practitioner research: a philosophical and exploratory study of responsible improvisation through hermeneutical conversation. Teaching and Teacher Education, 116. https://doi.org/10.1016/j.tate.2022.103760
    https://ora.ox.ac.uk/objects/uuid:f533ede2-5223-4ad1-8a51-cbe49efa45c9

  • Xu, X., Oancea, A., & Rose, H. (2021). The impacts of incentives for international publications on research cultures in Chinese humanities and social sciences. Minerva, 59(4), 469-492. https://doi.org/10.1007/s11024-021-09441-w
    https://ora.ox.ac.uk/objects/uuid:ba620c45-08b4-41d4-950e-bbe297f4ba87

  • Mayer, D., & Oancea, A. (2021). Teacher education research, policy and practice: finding future research directions. Oxford Review of Education, 47(1), 1-7. https://doi.org/10.1080/03054985.2021.1853934
    https://ora.ox.ac.uk/objects/uuid:6bea68ba-076f-482e-8021-1d45730cd614

  • Oancea, A., Fancourt, N., Robson, J., Thompson, I., Childs, A., & Nuseibeh, N. (2021). Research capacity-building in teacher education. Oxford Review of Education, 47(1), 98-119. https://doi.org/10.1080/03054985.2020.1842184
    https://ora.ox.ac.uk/objects/uuid:a85cabe2-e920-4fe4-9b46-45ff7689f641

  • Lunt, I., & Oancea, A. (2019). Editorial. Oxford Review of Education, 45(6), 711-712. https://doi.org/10.1080/03054985.2020.1681109
    https://ora.ox.ac.uk/objects/uuid:d0162d1e-9f26-4762-8500-48d79ddcdaa5

  • Xu, X., Rose, H., & Oancea, A. (2019). Incentivising international publications: institutional policymaking in Chinese higher education. Studies in Higher Education, 46(6), 1132-1145. https://doi.org/10.1080/03075079.2019.1672646
    https://ora.ox.ac.uk/objects/uuid:4f535add-74f3-41f5-819a-596af81e7040

  • Oancea, A. (2019). Research governance and the future(s) of research assessment. Palgrave Communications, 5. https://doi.org/10.1057/s41599-018-0213-6
    https://ora.ox.ac.uk/objects/uuid:75223057-20a0-4199-8e5f-99878a0b453c

  • Oancea, A., Florez Petour, T., & Atkinson, J. (2017). Qualitative network analysis tools for the configurative articulation of cultural value and impact from research. Research Evaluation, 26(4), 302-315. https://doi.org/10.1093/reseval/rvx014
    https://ora.ox.ac.uk/objects/uuid:9002e5bc-465b-4cca-9477-5d89c86cd4b4

  • Oancea, A., Menter, I., & Baumfield, V. (2016). Editorial. REVIEW OF EDUCATION, 4(1), 3-4. https://doi.org/10.1002/rev3.3071
    DOI: https://doi.org/10.1002/rev3.3071

  • Oancea, A., Florez-Petour, T., & Atkinson, J. (2015). The ecologies and economy of cultural value from research. International Journal of Cultural Policy, 24(1), 1-24. https://doi.org/10.1080/10286632.2015.1128418
    https://ora.ox.ac.uk/objects/uuid:172d17ee-f247-4e1e-bb87-69e2e4741207

  • Oancea, A., & Mills, D. (2015). The New Ecosystem for Educational Research: Findings from the BERA Observatory. Research Intelligence, 127, 27-28.

  • Winch, C., Oancea, A., & Orchard, J. (2015). The contribution of educational research to teachers’ professional learning: philosophical understandings. Oxford Review of Education, 2. https://doi.org/10.1080/03054985.2015.1017406
    DOI: https://doi.org/10.1080/03054985.2015.1017406

  • Oancea, A. (2014). Research assessment as governance technology in the United Kingdom: findings from a survey of RAE 2008 impacts. Zeitschrift für Erziehungswissenschaft, S6. https://doi.org/10.1007/s11618-014-0575-5
    DOI: https://doi.org/10.1007/s11618-014-0575-5

  • Oancea, A. (2014). Teachers’ professional knowledge and state-funded teacher education: a (hi)story of critiques and silences. Oxford Review of Education, 40(4), 497-519. https://doi.org/10.1080/03054985.2014.939413
    https://ora.ox.ac.uk/objects/uuid:4963f7d5-6dbf-4e15-8958-a788036128a1

  • Oancea, A. (2013). Research Impact and Educational Research. European Educational Research Journal, 12(2), 242-250. https://doi.org/10.2304/eerj.2013.12.2.242
    DOI: https://doi.org/10.2304/eerj.2013.12.2.242

  • Oancea, A. (2013). Buzzwords and values: The prominence of “impact” in UK research policy and governance. Research Trends, 33, 6-8.

  • Oancea, A., & Orchard, J. (2012). The future of teacher education. Journal of Philosophy of Education, 46(4), 574-588. https://doi.org/10.1111/j.1467-9752.2012.00888.x
    https://ora.ox.ac.uk/objects/uuid:28ea269d-69d6-4b33-b4df-af784b1c1e78

  • Ovseiko, P., Oancea, A., & Buchan, A. (2012). Assessing research impact in academic clinical medicine: a study using Research Excellence Framework pilot impact indicators. BMC Health Services Research, 12(1), 478. https://doi.org/10.1186/1472-6963-12-478
    https://ora.ox.ac.uk/objects/uuid:2c3331b7-1c7a-485f-b5a9-199ae194f009

  • Oancea, A., & Hopfenbeck, T. (2012). International Datasets and Comparisons in Education. Research Intelligence, 119.

  • Oancea, A. (2009). The Routledge international encyclopedia of education. BRITISH EDUCATIONAL RESEARCH JOURNAL, 35(2), 323-325. https://doi.org/10.1080/01411920902746262
    DOI: https://doi.org/10.1080/01411920902746262

  • Oancea, A., & Bridges, D. (2009). Philosophy of education – its contribution and status since 1988. Oxford Review of Education, 35(35), 553-568.

  • Oancea, A., & Bridges, D. (2009). Philosophy of education in the UK: the historical and contemporary tradition. OXFORD REVIEW OF EDUCATION, 35(5), 553-568. https://doi.org/10.1080/03054980903216291
    DOI: https://doi.org/10.1080/03054980903216291

  • Oancea, A., Engelbrecht, P., & Hoffman, J. (2009). Trends in research policy in the United Kingdom – implications for South African higher education research. South African Journal of Higher Education, 23, 1101-1114.

  • Oancea, A., & Pring, R. (2008). The importance of being thorough: On systematic accumulations of ’what works’ in education research. JOURNAL OF PHILOSOPHY OF EDUCATION, 42, 15-39. https://doi.org/10.1111/j.1467-9752.2008.00633.x
    DOI: https://doi.org/10.1111/j.1467-9752.2008.00633.x

  • Oancea, A. (2008). Performative Accountability and the UK Research Assessment Exercise. ACCESS: Critical Perspectives on Communication, Cultural and Policy Studies . https://ora.ox.ac.uk/objects/uuid:1f6614e5-bcae-4c5d-b0e1-1d92f312c2e4
    https://ora.ox.ac.uk/objects/uuid:1f6614e5-bcae-4c5d-b0e1-1d92f312c2e4

  • Oancea, A. (2008). The promise of lifelong learning. Ageing Horizons, 8, 1-3.

  • Oancea, A. (2007). From Procrustes to Proteus: trends and practices in the assessment of education research. International Journal of Research & Method in Education, 3. https://doi.org/10.1080/17437270701614766
    DOI: https://doi.org/10.1080/17437270701614766

  • Oancea, A. (2007). Research policy and education research: Accountability phobia, or a clash of interpretations?. Research Intelligence, 2007(100), 20-21. https://ora.ox.ac.uk/objects/uuid:43911f50-fe98-4533-8834-ebebcb4d62bf
    https://ora.ox.ac.uk/objects/uuid:43911f50-fe98-4533-8834-ebebcb4d62bf

  • Furlong, J., & Oancea, A. (2007). Assessing quality in applied and practice‐based research in education: continuing the debate. Research Papers in Education, 22(2), 115-118. https://doi.org/10.1080/02671520701296015
    DOI: https://doi.org/10.1080/02671520701296015

  • Oancea, A., & Furlong, J. (2007). Expressions of excellence and the assessment of applied and practice‐based research. Research Papers in Education. https://doi.org/10.1080/02671520701296056
    https://ora.ox.ac.uk/objects/uuid:344dbbbb-cd87-4a0f-8df0-66f4e50e744b

  • Oancea, A. (2007). Tailored suit or straitjacket? A framework for analysing research evaluation. Scientific Bulletin, July.

  • Furlong, J., & Oancea, A. (2006). Assessing Quality in Applied and Practice-Based Research in Education: a framework for discussion. Review of Australian Research in Education (RARE), No 6: Counterpoints on the Quality and Impact of Educational Research, 89-104.

  • Oancea, A. (2005). Criticisms of educational research: key topics and levels of analysis. British Educational Research Journal, 31(2), 157-183. https://doi.org/10.1080/0141192052000340198
    https://ora.ox.ac.uk/objects/uuid:81263965-4e0d-4c16-9620-4c022391cb4d

  • Oancea, A. (2004). Discourse in educational and social research. British Educational Research Journal, 30(5), 747-748.

  • Internet publication
  • Oancea, A. (2022). Research-impact nexuses and thinking beyond the framework. Royal Society of Edinburgh. https://ora.ox.ac.uk/objects/uuid:79c83fe1-43b6-420a-a767-9d6920e4f0da
    https://ora.ox.ac.uk/objects/uuid:79c83fe1-43b6-420a-a767-9d6920e4f0da

  • XU, X., ROSE, H., & OANCEA, A. (2020). Publish Internationally or Perish? Incentive Schemes for International Publications in the Chinese Humanities and Social Sciences (HSS). The Network for Research into Chinese Education Mobilities. https://chineseedmobilities.wordpress.com/2020/02/03/publish-internationally-or-perish-incentive-schemes-for-international-publications-in-the-chinese-humanities-and-social-sciences-hss/

  • Reports
  • Fancourt, N., Oancea, A., Thompson, I., Robson, J., & Childs, A. (2017). Evaluation of wiserdeducation: a report to HEFCW. In HEFCW External Report. HEFCW. https://ora.ox.ac.uk/objects/uuid:4377edfa-2672-4f3b-9b91-1db3371e59c0
    https://ora.ox.ac.uk/objects/uuid:4377edfa-2672-4f3b-9b91-1db3371e59c0

  • Oancea, A., Florez-Petour, M., & Atkinson, J. (2014). The Cultural Value of Arts and Humanities Research: A Configurative Approach. Arts and Humanities Research Council.

  • Oancea, A., & Mills, D. (2014). Educational Research. Final report of the BERA Observatory 2014. British Educational Research Association.

  • Winch, C., Oancea, A., & Orchard, J. (2013). The Contribution of Educational Research to Teachers’ Professional Learning – Philosophical Understandings. BERA.

  • Christie, D., Donoghue, M., Kirk, G., Menter, I., McNamara, O., Moss, G., Oancea, A., Rogers, C., Thomson, P., & Whitty, G. (2012). Prospects for education research in education departments in higher education institutions in the UK. In BERA-UCET Report. BERA-UCET Working Group on Education Research. https://ora.ox.ac.uk/objects/uuid:36ac1407-f534-4c40-bd35-6117cfb26d3a
    https://ora.ox.ac.uk/objects/uuid:36ac1407-f534-4c40-bd35-6117cfb26d3a

  • Oancea, A. (2011). Interpretations and Practices of Research Impact across the Range of Disciplines. Final Report. Oxford University.

  • Oancea, A. (2010). The Accumulation, Mediation and Impact of Education Research Knowledge. Strategic Forum for Research in Education. https://ora.ox.ac.uk/objects/uuid:993cd420-35b4-41f6-978b-ceeb86af3726
    https://ora.ox.ac.uk/objects/uuid:993cd420-35b4-41f6-978b-ceeb86af3726

  • Oancea, A. (2008). Key Issues in Research Quality. Report to the UK Strategic Forum for Research in Education.

  • Hayward, G., Hodgson, A., Johnson, J., Oancea, A., Pring, R., Spours, K., Wilde, S., & Wright, S. (2006). The Nuffield Review of 14-19 Education & Training: annual report 2005-2006. In Nuffield Review of 14-19 Education and Training. University of Oxford Department of Educational Studies, Oxford. https://ora.ox.ac.uk/objects/uuid:75be64a1-ecf9-4bc7-9935-e94321527478
    https://ora.ox.ac.uk/objects/uuid:75be64a1-ecf9-4bc7-9935-e94321527478

  • Hayward, G., Hodgson, A., Johnson, J., Oancea, A., Pring, R., Spours, K., Wilde, S., & Wright, S. (2005). The Nuffield Review of 14-19 Education & Training: annual report 2004-2005. In Nuffield Review of 14-19 Education & Training. University of Oxford Department of Educational Studies, Oxford. https://ora.ox.ac.uk/objects/uuid:bcacf814-31a2-45bb-afc0-d29a0e60d63a
    https://ora.ox.ac.uk/objects/uuid:bcacf814-31a2-45bb-afc0-d29a0e60d63a

  • Oancea, A., & Furlong, J. (2005). Assessing Quality in Applied and Practice-based Educational Research: A Framework for Discussion. In Report to the Economic and Social Research Council.

  • Oancea, A. (2005). 15 Years On: Educational Transitions in Central and Eastern Europe. Directions for Educational Research and Policy in the Post-Communist EU Accession and Candidate Countries. Scientific Report to the European Science Foundation.

  • Wright, S., & Oancea, A. (2004). Policies for 14-19 education and training in England, 1976 to the present day: a chronology. In Nuffield Foundation Review of 14-19 Education and Training. Nuffield Foundation Review of 14-19 Education and Training. https://ora.ox.ac.uk/objects/uuid:32fc44ec-cf5f-41fd-b3c5-367d3adc4ade
    https://ora.ox.ac.uk/objects/uuid:32fc44ec-cf5f-41fd-b3c5-367d3adc4ade

  • Oancea, A. (2004). Evidence of the Distribution of Educational Research Expertise in the UK. Report to the British Educational Research Association, February 2004.

  • Hayward, G., Hodgson, A., Johnson, J., Keep, E., Pring, R., Oancea, A., Spours, K., & Wright, S. (2004). Nuffield Review of 14-19 Education & Training: annual report 2003-2004. In Nuffield Review of 14-19 Education and Training. University of Oxford Department of Educational Studies, Oxford. https://ora.ox.ac.uk/objects/uuid:68307185-be73-4d5c-a0df-266d6a39ca89
    https://ora.ox.ac.uk/objects/uuid:68307185-be73-4d5c-a0df-266d6a39ca89

  • ROBSON, J., & OANCEA, A. (n.d.). Approaches to Impact in Research Funded by the Oxford Martin School. Oxford Martin School.

  • Other
  • OANCEA, A., XU, X., ROBSON, J., McDermott, T., & SCUTT, C. (2021). Educational research in the United Kingdom, 2010–2020. In Research Intelligence (Vols. 149, pp. 26-27). https://www.bera.ac.uk/publication/winter-2021-22

  • Oancea, A., & Xu, X. (2017). Performance-based Research Funding. Oxford University Press (OUP). https://doi.org/10.1093/obo/9780199756810-0182
    DOI: https://doi.org/10.1093/obo/9780199756810-0182

  • Oancea, A. (2016). Challenging the grudging consensus behind the REF. In Times Higher Education Supplement online. https://www.timeshighereducation.com/blog/challenging-grudging-consensus-behind-ref

  • Furlong, J., & Oancea, A. (2007). Understanding Quality in Applied and Practice-Based Research. In Research Papers in Education: Vol. Special issue. Taylor & Francis (Routledge): SSH Titles.

  • Funded Research Projects

    • Centre for Global Higher Education, ESRC (CI and Project Lead, Research on Research)
      2020-2023
    • Supporting Oral Language Development (CI)
      2020-2022
    • The landscape of educational research in the UK (2010-20) (PI)
      2020-2021
    • Ethical research in international and comparative education during Covid-19 (PI)
      2020-2021
    • Education partnerships for development: Sustaining teacher quality in context (CI)
      2019-2020
    • Supporting Teachers with Resources and Art (SuTRA) (CI)
      2019
    • Evaluation of the Multaka Project. Funding (CI)
      2018-19
    • Strategic Innovation Fund–Developing Research Impact (PI)
      2018-19
    • How research impact is constructed and reported in Oxford Martin School (PI)
      2018
    • Evaluation of national education research capacity building programme in Wales (PI)
      2017-18
    • Harnessing educational research: analysis of impact, environment, capacity and funding (co-PI)
      2016-17
    • Ethical quandaries in practice-based research (CI)
      2015-16
    • Finding solutions to the skills gap in the historic built environment – Phases 1 and 2 (PI)
      2015-16
    • Innovative methods for capturing the cultural value of arts and humanities research (PI)
      2013-14
    • Knowledge Exchange in the Social Sciences (KESS) (PI)
      2013-15
    • BERA Observatory of Educational Research (PI)
      2014
    • A dialogue between phenomenology and critical realism (PI)
      2013-14
    • Prospects for the Future of Education Research in the UK
      2011-12
    • Interpretations and Practices of Research Impact across Disciplines. (PI)
      2009-11
    • Review of the Impacts of the Research Assessment Exercise 2008 (PI)
      2009-10
    • Strategic Forum for Research in Education
      2009-10
    • Quality Criteria for the Assessment of Education Research in Several Contexts of Assessment
      2009
    • Research Evaluation - a comparative study
      2006-09
    • Fixed-term employment in research - new directions in the research economy? (PI)
      2008
    • Assessing Applied and Practice-Based Research in Education
      2004-05
    • Assessing Applied and Practice-Based Research in Education. Dissemination extension funding
      2005
    • Processes of Transition in Educational Systems of Central and Eastern European Countries (Co-PI)
      2004-05
    • The Distribution of Educational Research Expertise in the UK post-RAE 2001
      2003-04
    • The Nuffield Review of 14-19 Education and Training
      2004-09