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James Robson

Associate Professor of Tertiary Education Systems, Director of SKOPE and Director for Research | Green Templeton College

james.robson@education.ox.ac.uk

@elpug

About me

James Robson is Director of the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), Associate Professor of Tertiary Education Systems and Director for Research.

He also leads the MSc in Higher Education, and sits on the Research Management Committee and is CI of the Centre for Global Higher Education.

James’ research focuses on the political economy of Tertiary Education systems, bringing together key interests in the nexus of education and employment, the critical study of skills supply and demand, research eco-systems, access, social justice and sustainability. He has received major funding from the ESRC, the AHRC, the GCRF, the Edge Foundation, the Royal Society, the British Academy, the Office for Students and Research England.

Research

Book chapters

Robson, J. (2025). The Coordination Conundrum: Three Core Policy Principles for Post-16 Education and Training. In Making Equal: New Visions for Opportunity and Growth (pp. 43-55). Emerald.

https://doi.org/10.1108/978-1-83608-916-220251009
Robson, J. (2023). Graduate employability and employment. In Assessing the Contributions of Higher Education (pp. 177-196). Edward Elgar Publishing.

https://doi.org/10.4337/9781035307173.00019
ROBSON, J. (2023). Graduate employment and employability. In S. Marginson, B. Cantwell, D. Platonova, & A. Smolentseva (Eds.), Assessing the contributions of higher education. Edward Elgar.
Puttick, S., Chandrachud, P., Chopra, R., Robson, J., Singh, S., & Talks, I. (2022). Climate change education: following the information. In L. Hammond, M. Biddulph, S. Catling, & J. McKendrick (Eds.), Children, Education and Geography: Rethinking Intersections (pp. 168-181). Routledge.

https://doi.org/10.4324/9781003248538-15 https://ora.ox.ac.uk/objects/uuid:1fa2946c-c2f4-4100-b08b-15e6d4fb477b
O’Sullivan, K., Robson, J., Hannon, C., & Winters, N. (2018). Migrating Innovations Across National Boundaries Starting Early Access Interventions in the United Kingdom. In ACTIONABLE RESEARCH FOR EDUCATIONAL EQUITY AND SOCIAL JUSTICE: HIGHER EDUCATION REFORM IN CHINA AND BEYOND (pp. 88-108).
Robson, J. (2017). Participant Anonymity vs Participant Observations: situating the researcher within digital ethnography. In M. Zimmer & K. Kinder-Kurlanda (Eds.), Internet Research Ethics for the Social Age: New Cases and Challenges. Peter Lang.
Robson, J. (2017). Online Networking: the future of RE Teacher CPD?. In M. Chater & M. Castelli (Eds.), We Need to Talk About RE. Jessica Kingsley.

Conference papers

McDermott, T., Robson, J., Winters, N., & Malmberg, L.-E. (2022). Mapping the Changing Landscape of Child-Computer Interaction Research Through Correlated Topic Modelling. 82-97.

https://doi.org/10.1145/3501712.3529735
ROBSON, J., & RANDHAWA, A. (2018, December 18). Employability Skills in Vocational Education: investigating the use of the CREATE Framework.
ROBSON, J. (2018, May 11). ‘Changing Lenses: Examining new approaches to widening participation at Oxford University’ Oxbridge Exchange Keynote.
ROBSON, J. (2017, November 17). ‘Employability Skills and Widening Participation in Elite HE Institutions’.
Robson, J. (2014, January 1). Teachers’ Peer-to-peer Online Engagement: a critical look at the structures embedded in online social space.
Robson, J. (2012, January 1). Politics, Performance and Participation: a digital ethnography of Religious Education Teachers’ Engagement in Online Social Spaces.
Robson, J. (2012, January 1). Technology and Innovation in Education: a critique of the discourses that dominate the field.

Journal articles

Inouye, K., Robson, J., Anaiz, P., Baker, S., & Ilie, S. (2025). Assessing the person or the project? How disciplinary ontological and epistemological assumptions shape doctoral admissions in elite UK institutions. Higher Education.

https://doi.org/10.1007/s10734-025-01438-8 https://doi.org/10.1007/s10734-025-01438-8
Derrick, G., Robson, J., Oancea, A., Xu, X., & Stan, M.-R. (2024). The gravity of the status quo: the response of research governance to system-level shocks. Higher Education.

https://doi.org/10.1007/s10734-024-01309-8 https://ora.ox.ac.uk/objects/uuid:1214c3ee-59b0-4264-abcc-b2b6c1494fda
Killip, G., & Robson, J. (2024). Preparing England’s further education system for zero-carbon construction skills. Proceedings of the Institution of Civil Engineers - Energy, 177(4), 173-179.

https://doi.org/10.1680/jener.23.00051 https://ora.ox.ac.uk/objects/uuid:f5fb8cd0-8b40-41b8-88d7-bb0aebaae354
Puttick, S., Chandrachud, P., Chopra, R., Khosla, R., Robson, J., Singh, S., & Talks, I. (2023). Knowledge, crisis and (un)certainty in climate change education in India. British Educational Research Journal.

https://doi.org/10.1002/berj.3939 https://ora.ox.ac.uk/objects/uuid:01769e9d-6d2c-4de6-9524-05f12163642b
Miller, E., Crane, C., Medlicott, E., Robson, J., & Taylor, L. (2023). Non-positive experiences encountered by pupils during participation in a mindfulness-informed school-based intervention. School Mental Health, 15(3), 851-872.

https://doi.org/10.1007/s12310-023-09591-0 https://ora.ox.ac.uk/objects/uuid:622f5fb8-510d-43c7-abbc-bdc1d017a0fc
McKay, F., & Robson, J. (2023). ‘Structured agency’, normalising power, and third space workers: higher education professional services staff as regulatory policy actors. Journal of Further and Higher Education, 47(5), 633-646.

https://doi.org/10.1080/0309877X.2023.2177526 https://ora.ox.ac.uk/objects/uuid:edb7c345-4950-4f3e-9b5c-c629dbaa49b6
Miller, E., Crane, C., Medlicott, E., Robson, J., & Taylor, L. (2023). NON-POSITIVE EXPERIENCES ENCOUNTERED BY PUPILS DURING PARTICIPATION IN A MINDFULNESS-INFORMED SCHOOL-BASED INTERVENTION. AUSTRALIAN AND NEW ZEALAND JOURNAL OF PSYCHIATRY, 57(1), 174-175.
Relly, S., & Robson, J. (2022). Unpacking the tensions between local and national skills policy: employers, colleges and Local Enterprise Partnerships as collaborative anchors. London Review of Education, 20(1).

https://doi.org/10.14324/LRE.20.1.46 https://ora.ox.ac.uk/objects/uuid:6c6673c8-4e0b-4f43-ad51-3a3ea5a66772
Robson, J. (2022). Stigma and spoiled identities: rescripting career norms for precariously employed academic staff. British Journal of Sociology of Education, 44(1), 183-198.

https://doi.org/10.1080/01425692.2022.2137464 https://ora.ox.ac.uk/objects/uuid:0742e78f-5369-4130-9f97-b553e751d39b
Robson, J., Randhawa, A., & Keep, E. (2021). Employability skills in mainstream education: Innovations in schooling and institutional isomorphism. British Educational Research Journal, 48(1), 120-136.

https://doi.org/10.1002/berj.3756 https://ora.ox.ac.uk/objects/uuid:169cfbc9-9e78-423b-86df-8c3a92e319ff
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
Tickell, A., Byng, R., Crane, C., Gradinger, F., Hayes, R., Robson, J., Cardy, J., Weaver, A., Morant, N., & Kuyken, W. (2020). Recovery from recurrent depression with mindfulness-based cognitive therapy and antidepressants: A qualitative study with illustrative case studies. BMJ Open, 10(2).

https://doi.org/10.1136/bmjopen-2019-033892 https://ora.ox.ac.uk/objects/uuid:36a1bbe9-4468-424a-8c75-78fc50ce1e35
Winters, N., Eynon, R., Geniets, A., Robson, J., & Kahn, K. (2019). Can we avoid digital structural violence in future learning systems?. Learning, Media and Technology, 45(11), 17-30.

https://doi.org/10.1080/17439884.2020.1708099 https://ora.ox.ac.uk/objects/uuid:3cdaab06-65cf-407b-8ea6-49480011b406
Winters, N., Langer, L., Nduku, P., Robson, J., O’Donovan, J., Maulik, P., Paton, C., Geniets, A., Peiris, D., & Nagraj, S. (2019). Using mobile technologies to support the training of community health workers in low-income and middle-income countries: mapping the evidence. BMJ Global Health, 4(4).

https://doi.org/10.1136/bmjgh-2019-001421 https://ora.ox.ac.uk/objects/uuid:9ad03958-a3e8-4748-a8c4-06f670583820
O’Sullivan, K., Bird, N., Robson, J., & Winters, N. (2019). Academic identity, confidence and belonging: the role of contextualised admissions and foundation years in higher education. British Educational Research Journal, 45(3), 554-575.

https://doi.org/10.1002/berj.3513 https://ora.ox.ac.uk/objects/uuid:06714fab-eca4-425a-a174-ea9ba0f5cb39
O’Sullivan, K., Byrne, D., Robson, J., & Winters, N. (2019). Who goes to college via access routes? A comparative study of widening participation admission in selective universities in Ireland and England. Social Inclusion, 7(1), 38-51.

https://doi.org/10.17645/si.v7i1.1647 https://ora.ox.ac.uk/objects/uuid:f8345caf-3ea8-443d-9996-6919f970c03b
Wilde, S., Sonley, A., Crane, C., Ford, T., Raja, A., Robson, J., Taylor, L., & Kuyken, W. (2018). Mindfulness training in UK secondary schools: a multiple case study approach to identification of cornerstones of implementation. Mindfulness, 10(2), 376-389.

https://doi.org/10.1007/s12671-018-0982-4 https://ora.ox.ac.uk/objects/uuid:e486eaa8-0e89-4dac-8d3c-2eddd1052aa1
O’Sullivan, K., Robson, J., & Winters, N. (2018). ‘I feel like I have a disadvantage’: how socio-economically disadvantaged students make the decision to study at a prestigious university. Studies in Higher Education, 44(9), 1676-1690.

https://doi.org/10.1080/03075079.2018.1460591 https://ora.ox.ac.uk/objects/uuid:90de5e88-f41a-4c5e-9f3b-e6741af72c08
Robson, J. (2017). A Strategic Approach to Research in RE. RE Today: Professional Reflection.
Robson, J. (2017). Performance, structure and ideal identity: reconceptualising teachers’ engagement in online social spaces. British Journal of Educational Technology, 49(3), 439-450.

https://doi.org/10.1111/bjet.12551 https://ora.ox.ac.uk/objects/uuid:e7e11197-8b1a-433f-b244-136595280270
Robson, J. (2016). Engagement in structured social space: an investigation of teachers’ online peer-to-peer interaction. Learning Media and Technology, 41(1), 119-139.

https://doi.org/10.1080/17439884.2015.1102743
Moulin, D., & Robson, J. (2012). Doing God in a liberal democracy. Oxford Review of Education, 38(5), 539-550.

https://doi.org/10.1080/03054985.2012.722863

Reports

ROBSON, J., Xie, Y., Neagu, M., & James Relly, S. (2025). From Competition to Coordination: Rethinking Post-16 Education and Training in the UK. SKOPE.
Feinstein, L., Peck, S., Wigley, M., Duckworth, K., Selwyn, J., McIntosh, S., & Robson, J. (2025). Pathways into and through higher education for young people with experience of children’s social care. TASO.

https://ora.ox.ac.uk/objects/uuid:969b74f0-d9ac-42f8-abdb-37ceb6d5968d
ROBSON, J., NEAGU, M., Sibieta, L., Khandekar, S., Robinson, D., & JAMES RELLY, S. (2024). Comparing policies, participation and inequalities across UK post-16 Education and Training landscapes.

https://epi.org.uk/publications-and-research/uk-nations-education-and-training/
Robson, J., E, M., Nuseibeh, N., Tawell, A., Hart, B., Stewart, J., Keep, E., & Marginson, S. (2023). The value of the humanities: understanding the career destinations of Oxford humanities graduates. Oxford University, Humanities Department.

https://doi.org/10.5287/ora-9ebmjvrp7 https://ora.ox.ac.uk/objects/uuid:ef04e6d8-b8c0-4e69-b5a7-95aeb65a77e8
James Relly, S., Robson, J., Emms, K., Laczik, A., Randhawa, A., Aizawa, I., Dong, L., Hwang, S., Pinto, V., & Zlock, Z. (2021). Drivers of technical excellence in the skills economy. WorldSkills UK.

https://ora.ox.ac.uk/objects/uuid:9e4c4607-b5df-4d64-a7c5-3437eb17c49c
Robson, J., Holgate, B., & Randhawa, A. (2021). Storycraft: the importance of narrative and narrative skills in business. AHRC.

https://ora.ox.ac.uk/objects/uuid:81bb9c20-0896-47cb-aa14-26a41817e591
ROBSON, J., RANDHAWA, A., & KEEP, E. (2018). Employability Skills Development in Studio Schools: Investigating the use of the CREATE Framework. The Edge Foundation.

http://www.edge.co.uk/research/research-reports/report-on-the-create-curriculum-framework-in-studio-schools
Robson, J. (n.d.). Oancea, A., Fancourt, N., Robson, J., Thompson, I., Childs, A., (2017) Evaluation of WISERDEducation: Report for HEFCW. Cardiff: HEFCW.
Robson, J. (n.d.). Mills, D., Oancea, A. and Robson, J. (2017) Harnessing Research on Education in the UK. Report to the Royal Society and British Academy Joint Enquiry on Educational Research. London: Royal Society / British Academy.
ROBSON, J., & OANCEA, A. (n.d.). Approaches to Impact in Research Funded by the Oxford Martin School. Oxford Martin School.
Robson, J. (n.d.). Being a Teacher in the Digital Age: a report on teachers’ professional engagement in online social spaces, Briefing paper for the DfE.

Subjects Taught

MSc Education (Convenor of HE Pathway)
MSc Medical Education

Current Doctoral Students

Benjamin Hart

Departmental Lecturer

Qingling Kong

Doctoral Student

Abismrita Chakravarty

Doctoral Teaching Fellow

Departmental Lecturer

Qingling Kong

Doctoral Student

Abismrita Chakravarty

Doctoral Teaching Fellow

Doctoral Applications

James welcomes doctoral applications from students interested in the following research areas:

Critical studies of the intersection between HE and the economy
Critical studies of skills supply demand
Tertiary education and sustainability
Tertiary education systems
Social mobility, widening participation and access (undergraduate and post graduate)

Funded Research Projects

Employability Skills and the CREATE Framework

Funded by The Edge Foundation

2018

Harnessing Research on Education in the UK: Analysis of the Educational Research Landscape

Funded by Royal Society and British Academy

2016-17

Foundation Years and Widening Participation in Elite HE

Oxford University Seedcorn Fund and Irish Research Council

2017-2018

Mapping evidence of effective use of mobile technologies for the professional learning of community healthcare workers in LMICs

HEFCE and GCRF

2017-2018

Evaluation of Wiserd Education

Funded by HEFCW

2017

Harnessing Research on Education in the UK: Analysis of the Educational Research Landscape

Funded by Royal Society and British Academy

2016-17

Educational Research: Understanding the Research Landscape

British Academy and Royal Society

2020-2021

People Practice and Policy: Drivers of Tertiary Technical Excellence. A seven country comparative study

WorldSkills UK

2021

Climate Change Education Futures - Employability and the Green Economy in India

GCRF

2020-2021

Understanding the Value of Humanities Degrees: graduate employability, skills, and wider value

Oxford University Humanities Division

2018-2020

Employability Skills and the CREATE Framework

Funded by The Edge Foundation

2018

Innovation, impact and interdisciplinarity: analysis of impact in the Oxford Martin School

The Oxford Martin School

2018

Foundation Years and Widening Participation in Elite HE

Oxford University Seedcorn Fund and Irish Research Council

2017-2018

Mapping evidence of effective use of mobile technologies for the professional learning of community healthcare workers in LMICs

HEFCE and GCRF

2017-2018

Evaluation of Wiserd Education

Funded by HEFCW

2017

Harnessing Research on Education in the UK: Analysis of the Educational Research Landscape

Funded by Royal Society and British Academy

2016-17