Hau Ming Tse is an Honorary Norhan Fellow in the Department of Education, University of Oxford and was an external adviser for the Group of National Experts on Effective Learning Environments, OECD and Department of Education, UK.
A qualified architect, Hau Ming was educated at Bath, Cambridge, and the Architectural Association, London. After graduating, she worked for ten years at David Chipperfield Architects, where she was an Associate Director. Selected projects include the Hepworth Gallery, Wakefield; the headquarters of BBC Scotland, Glasgow; and the San Michele Cemetery, Venice.
Contemporary architecture’s radical approach and multidisciplinary agenda continue to influence Hau Ming’s work. Her research aims to gather empirical evidence on the impact of design on student’s engagement, well being & attainment. Her work also explores the relationship between space, perception and the environment, focusing on productive points of interaction and innovation between theory and practice in learning environments. Recent research collaborations include What Matters to Students Public Policy Challenge Project examines how an effective use of student voices in evaluating higher education access and participation activities. HyTeL: exploring Hybrid pedagogy and student perceptions and Design matters? The effects of new schools on students’, teachers’ and parents’ actions and perceptions. funded by the AHRC. This project examines the complex relationship between design and pedagogic practice in some of the most challenging primary and secondary schools in the UK.
Selected Publications
Books
- Tse, H.M., Daniels H., Stables, A. and Cox, S. (2018). Future of Schooling: Contemporary Visions for Education: Routledge.
- Daniels H., Stables, A., Tse, H.M and Cox, S. (2018). School Design Matters: The Effects of New Schools on Students’, Teachers’ and Parents’ Actions and Perceptions: Routledge.
Book chapters
- Daniels, H., & Tse, H. (2019). Foreword. In H. Hughes, J. Franz, & J. Willis (Eds.), School spaces for student wellbeing and learning: Insights from research and practice (p. v – ix). Springer. https://doi.org/10.1007/978-981-13-6092-3
- Daniels, H., & Tse, H. (2018). Design as a social practice. In I. Grosvenor & L. Rosén Rasmussen (Eds.), Making Education: Material School Design and Educational Governance (pp. 137-156). Springer. https://doi.org/10.1007/978-3-319-97019-6_7https://ora.ox.ac.uk/objects/uuid:29a136d8-45a7-43a6-a017-9847e02c389e
- Daniels, H., Tse, H., Stables, A., & Cox, S. (2018). School design matters. In Designing Buildings for the Future of Schooling (pp. 41-65). Taylor & Francis. https://doi.org/10.4324/9781315148366-4
- Daniels, H., & Tse, H. (2018). Design As a Social Practice. In Making Education: Material School Design and Educational Governance (pp. 137-156). Springer Nature. https://doi.org/10.1007/978-3-319-97019-6_7
- Stables, A., Learoyd-Smith, S., Daniels, H., & Tse, H. (2014). SCHOOLS AND SCHOOLING AS SEMIOTIC ENGAGEMENT: A Focus on Design. In Educational Futures (pp. 35-50).
Journal articles
- Daniels, H., Thompson, I., Tse, H. M., & Porter, J. (2022). Learning lessons from the collaborative design of guidance for new build schools. European Educational Research Journal, 21(4), 585–601. https://doi.org/10.1177/14749041221080892
- Daniels, H., & Tse, H. (2020). Bernstein and Vygotsky: how the outside comes in and the inside goes out. British Journal of Sociology of Education, 42(1), 1-14. https://doi.org/10.1080/01425692.2020.1852070https://ora.ox.ac.uk/objects/uuid:2af8f689-e75f-43bc-8b5c-4b23cf57a044
- Daniels, H., Tse, H., Ortega, L., Stables, A., & Cox, S. (2019). Changing schools: A study of primary secondary transfer using Vygotsky and Bernstein. British Journal of Sociology of Education, 40(7), 901-921. https://doi.org/10.1080/01425692.2019.1601546https://ora.ox.ac.uk/objects/uuid:05c5063d-aba1-499e-be5f-d3bcb9337cb1
- Daniels, H., Tse, H., Stables, A., & Cox, S. (2018). Design as a social practice: the experience of new-build schools. Cambridge Journal of Education, 49(2), 215-233. https://doi.org/10.1080/0305764x.2018.1503643https://ora.ox.ac.uk/objects/uuid:d932fe96-5b4d-4529-845e-aac7bf847092
- Daniels, H., Tse, H., Stables, A., & Cox, S. (2017). Design as a social practice: The design of new build schools. Oxford Review of Education, 43(6), 767-787. https://doi.org/10.1080/03054985.2017.1360176https://ora.ox.ac.uk/objects/uuid:fded0b69-1f69-449a-8458-51271b322473
- Tse, H., Learoyd-Smith, S., Stables, A., & Daniels, H. (2015). Continuity and conflict in school design: a case study from Building Schools for the Future. Intelligent Buildings International, 7(2-3), 64-82. https://doi.org/10.1080/17508975.2014.927349
Reports
- Tse, H.M., Winters, N., Normen-Smith, J (2022) Students connecting: Advancing hybrid teaching and learning at the University of Oxford
- Tse, H.M., Daniels, H., Porter, J., Thompson, I. and Cox, S. (2018) Designing for practice: Pedagogic implications of creating new schools: School building guidance for head teachers, school building commissioners, teachers and the wider school community, Oxford University, Department of Education.
Short Films
- Building Better Schools: https://www.youtube.com/watch?v=sOY3xcJHP84
- How academics are changing the way we build schools: https://www.youtube.com/watch?v=vqc5natH8vk&t=20s