Alis Oancea is Professor of Philosophy of Education and Research Policy and specialises in meta-research. She is also Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation and coordinator of the Department’s Policy, Economy and Society Research Theme.
Alis studies research practice, policy and governance, higher education and philosophy of research – including research and innovation ecosystems, responsible research and innovation, 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. Contributions to the integration and development of the field of meta-research include the collaborative production of the Handbook of Meta-Research (2024). This strand of work is complemented with a strong interest in teacher education research, knowledge and values in education, and the role of research in education.
Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; and is Doctor Honoris Causa (Socialium Scientiarium) of the University of the West, Timisoara. She is a Fellow of the Academy of Social Sciences.
She currently leads a four-year ESRC/ CGHE research-on-research project of international scale, co-leads the Responsible Knowledge Exchange, Engagement and Impact project, is CI on a Research Culture project focused on contributorship and authorship, and Chief Editorial Advisor of Routledge Open Research (Education). She is Research Coordinator in Kellogg College, Oxford, and Deputy Director of the ongoing ESRC CGHE Centre for Global Higher Education (2024-2029).
Past leadership roles have included Director of Research and REF 2021 coordinator in the Department (2016-20) and Deputy Director for Research before that, as well as Senior Academic Advisor on Impact, University of Oxford. She was Executive Council member and trustee of the British Educational Research Association Council member of the European Educational Research Association.
SELECTED PROFESSIONAL ACTIVITIES
University leadership:
- Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation, University of Oxford
- Director of Research, Department of Education, University of Oxford
- REF 2021 Coordinator, Department of Education, University of Oxford
- Senior Academic Advisor on Research Impact for REF2014, University of Oxford
- Research Practice Group member, University of Oxford
- Pro-Proctor, University of Oxford (2017-18)
- Research Theme Coordinator, Policy, Economy and Society (currently, also 2014-16)
- Director of ESRC CGHE Centre for Global Higher Education (2024-2029) and member of Research Management Committee, ESRC Centre for Global Higher Education (2019-24)
- Research Group co-lead, Philosophy, Religion and Education, Oxford
- Research Coordinator, Kellogg College, Oxford
- Deputy Director for Research, Department of Education, University of Oxford (2012-16)
Policy and funder reviews and expert groups:
- Co-author of the EC Policy Review on research assessment: “Report on Research Assessment”
- Member of the EC Expert Group on“Indicator frameworks for fostering open knowledge practices in science and scholarship”
- Advisor, The Real-Time REF Review, UKRI – Research England (2021)
- Advisor, The changing research landscape and reflections on national research assessment in the future, UKRI – Research England, 2019
- Lead of the BERA Observatory of Educational Research, 2015
- Lead of the evidence review on “The landscape of educational research in the UK (2010-20)” and of the 2018 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.
- Advisory group member, Equity and Inclusivity in Research Funding report, University of Oxford
- 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 BERA/UCET Working Group on the future of educational research (2011-12), leading to the Prospects for Education Research report
- Member of the UCET working group on the Intellectual Base of Teacher Education (2019-20 and 2022-23)
- Member of the Planning Group of the UK Strategic Forum for Research in Education (2009-10)
Research(er) evaluation panels:
- Chair, Education panel, Science and Technology Foundation, Portugal
- Vice-chair of Education panel, Academy of Finland
- Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
- Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
- Vice-chair, multiple Horizon Europe funding calls
- Member of steering panel, research centres competition, ESRC
- Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
- External Examiner, MSc Science and Technology Policy (Sussex)
- Institutional reviews at University of Leuven, Belgium, University of Hong Kong
- Recruitment panels in different universities
Editorship:
- Chief Editorial Advisor, Routledge Open Research (Education)
- Joint Editor, Oxford Review of Education
- Joint Editor, Review of Education (2012-16)
- Lead Editor of BERA’s ‘Research Intelligence’ (2010-12)
- Editorial board member: Review of Education; Educational Theory (review board), Journal of Educational Sciences
Learned societies:
- Fellow of the Academy of Social Sciences, UK
- Fellow of the Higher Education Academy, UK
- Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
- Council member, European Educational Research Association (2011-12)
- Member of the Horizons2020 and Periscope Working Groups, EERA
- Convenor, Philosophy of Education Society of Great Britain, Oxford Branch
- Member of BERA’s Academic Publications Committee
- Member of the Research and International Forum of UCET (ongoing)
Research
Books
Oancea, A., Derrick, G., Nuseibeh, N., & Xu, X. (2024). Handbook of meta-research (pp. 1-390).
Punch, K., & Oancea, A. (2014). Introduction to Research Methods in Education. SAGE.
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. Taylor & Francis.
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.
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).
Oancea, A. (2001). Causal Explanation and Teleological Explanation in Educational Research. The University of Bucharest Publishing House.
Book chapters
Oancea, A. (2024). Hard-to-assess research-impact nexuses in the humanities, arts, and social sciences. In A. Oancea, G. Derrick, N. Nuseibeh, & X. Xu (Eds.), Handbook of Meta-Research (pp. 55-61). Edward Elgar Publishing.
Derrick, G., Nuseibeh, N., Oancea, A., & Xu, X. (2024). Map of the Handbook of Meta-Research. In A. Oancea, G. Derrick, N. Nuseibeh, & X. Xu (Eds.), Handbook of Meta-Research (pp. 12-16). Edward Elgar Publishing.
Derrick, G., Nuseibeh, N., Oancea, A., & Xu, X. (2024). Meta-research as discipline, field, or spectrum. In A. Oancea, G. Derrick, N. Nuseibeh, & X. Xu (Eds.), Handbook of Meta-Research (pp. 1-11). Edward Elgar Publishing.
Oancea, A. (2023). 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 (pp. 51-59). Edward Elgar.
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.
Oancea, A. (2018). The Practice of Educational Research. In International Handbook of Philosophy of Education (pp. 1045-1057). Springer Nature.
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). Springer Nature.
Oancea, A. (2016). Including Ethics in Social Science Research. In K. Punch (Ed.), Developing Effective Research Proposals. SAGE.
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.
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 (pp. 60-73). Wiley.
Oancea, A., & Orchard, J. (2013). The Future of Teacher Education (pp. 60-73). Wiley.
Oancea, A., & Punch, K. (2013). Literature Searching and Reviewing. In Introduction to Social Research Quantitative and Qualitative Approaches. SAGE.
Oancea, A. (2011). Philosophy of education. In J. Arthur & A. Peterson (Eds.), The Routledge Companion to Education. Routledge.
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).
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. (2010). Research assessment in the United Kingdom: Issues of concern. In World science report: Knowledge divides (pp. 259-261). UNESCO.
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., & 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).
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). Causal and teleological explanations in educational research. In M. Calin (Ed.), Theory and Metatheory of Education. Aramis.
Oancea, A. (2003). Scientificity criteria for educational research. In M. Calin (Ed.), Theory and Metatheory of Education. Aramis.
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., & Calin, M. (2002). The scientificity of educational knowledge. In E. Paun & D. Potolea (Eds.), Pedagogie. Fundamentari teoretice si demersuri aplicative. Polirom.
Oancea, A. (2002). Scientific explanation in pedagogy. In Pedagogie. Fundamentari teoretice si demersuri aplicative. Polirom.
Stamou, E., Oancea, A., & Edwards, A. (n.d.). Knowledge exchange in the social sciences. In Thinking with Stephen J. Ball (pp. 35-52). Taylor & Francis.
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.
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.
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.
Mayer, D., & Oancea, A. (2021). Teacher education research, policy and practice: finding future research directions. Oxford Review of Education, 47(1), 1-7.
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.
Lunt, I., & Oancea, A. (2019). Editorial. Oxford Review of Education, 45(6), 711-712.
Xu, X., Rose, H., & Oancea, A. (2019). Incentivising international publications: institutional policymaking in Chinese higher education. Studies in Higher Education, 46(6), 1132-1145.
Oancea, A. (2019). Research governance and the future(s) of research assessment. Palgrave Communications, 5.
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.
Oancea, A., Menter, I., & Baumfield, V. (2016). Editorial. REVIEW OF EDUCATION, 4(1), 3-4.
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.
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.
Oancea, A. (2014). Research assessment as governance technology in the United Kingdom: findings from a survey of RAE 2008 impacts. Zeitschrift für Erziehungswissenschaft, S6.
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.
Oancea, A. (2013). Interpretations of Research Impact in Seven Disciplines. European Educational Research Journal, 12(2), 242-250.
Baumfield, V., Menter, I., & Oancea, A. (2013). Editorial. Review of Education, 1(1), 1-1.
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.
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.
Oancea, A., & Hopfenbeck, T. (2012). International Datasets and Comparisons in Education. Research Intelligence, 119.
Oancea, A., & Bridges, D. (2009). Philosophy of education in the UK: the historical and contemporary tradition. Oxford Review of Education, 35(5), 553-568.
Oancea, A., & Bridges, D. (2009). Philosophy of education – its contribution and status since 1988. Oxford Review of Education, 35(35), 553-568.
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(1_Supplement), 15-39.
Oancea, A. (2008). Performative Accountability and the UK Research Assessment Exercise. ACCESS: Critical Perspectives on Communication, Cultural and Policy Studies .
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.
Oancea, A. (2007). Research policy and education research: Accountability phobia, or a clash of interpretations?. Research Intelligence, 2007(100), 20-21.
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.
Oancea, A., & Furlong, J. (2007). Expressions of excellence and the assessment of applied and practice‐based research. Research Papers in Education.
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.
Oancea, A. (2004). Discourse in educational and social research. British Educational Research Journal, 30(5), 747-748.
Reports
Oancea, A., & Wilson, S. (2024). Report on research assessment. Publications Office of the European Union.
Cochran-Smith, M., Alexandersson, M., Ellis, V., Grudnoff, L., Hammerness, K., Oancea, A., & Toom, A. (2020). Transforming Norwegian teacher education: the final report of the international advisory panel for primary and lower secondary teacher education. NOKUT.
Fancourt, N., Oancea, A., Thompson, I., Robson, J., & Childs, A. (2017). Evaluation of wiserdeducation: a report to HEFCW. In HEFCW External Report. HEFCW.
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.
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.
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.
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.
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.
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.
ROBSON, J., & OANCEA, A. (n.d.). Approaches to Impact in Research Funded by the Oxford Martin School. Oxford Martin School.
Other
Oancea, A. (2022). Research-impact nexuses and thinking beyond the framework. Royal Society of Edinburgh.
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).
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.
Oancea, A., & Xu, X. (2017). Performance-based Research Funding. Oxford University Press (OUP).
Oancea, A. (2016). Challenging the grudging consensus behind the REF. In Times Higher Education Supplement online.
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.
