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Alis Oancea

Professor of Philosophy of Education and Research Policy | Kellogg College

alis.oancea@education.ox.ac.uk

About me

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)

Research(er) evaluation panels:

Chair, Research Diversity Advisory Panel, REF2029, UK
Chair, Education panel, Science and Technology Foundation, Portugal (multiple years and schemes)
Chair, Grant Panel, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education (multiple years)
Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
Vice-chair, Education panel, National Research Council of Finland
Vice-chair, Horizon Europe funding calls (multiple calls and years)
Member of steering panel, Research Centres Competition, ESRC
Member of the General Council of the National Committee for the Accreditation of University Titles, Diplomas and Certificates, Romania
Member of Education panel, Academy of Finland (multiple years)
Member of Education and Psychology Panel, Research Council of Flanders (FWO)
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, including as Chair, at University of Hong Kong, University of Leuven
Recruitment panels in different universities

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)

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, Higher Education, Oxford Review of Education

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).

https://doi.org/10.4337/9781839105722
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.

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
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
Calin, M. (2002). Philosophy of Education. An Anthology (M. Calin, Ed.). Aramis.
Oancea, A. (2001). Causal Explanation and Teleological Explanation in Educational Research. The University of Bucharest Publishing House.

Book chapters

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.

https://doi.org/10.4337/9781839105722.00006 https://ora.ox.ac.uk/objects/uuid:556fbfa9-0dbd-4317-b230-87bee1e20eda
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.

https://doi.org/10.4337/9781839105722.00012 https://ora.ox.ac.uk/objects/uuid:919c109f-b451-4050-a5cb-c79a56c48b6c
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.

https://doi.org/10.4337/9781839105722.00007 https://ora.ox.ac.uk/objects/uuid:d0c14e15-9d54-41d3-9f5c-439cf3b3fcbb
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.

https://doi.org/10.4337/9781800885738.00011 https://ora.ox.ac.uk/objects/uuid:cc74ed26-ebb1-4833-a9d3-42c812a6de04
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
Stamou, E., Oancea, A., & Edwards, A. (2022). Knowledge exchange in the social sciences. In Thinking with Stephen J. Ball (pp. 35-52). Taylor & Francis.

https://doi.org/10.4324/9781003141914-4
Oancea, A. (2018). The Practice of Educational Research. In International Handbook of Philosophy of Education (pp. 1045-1057). Springer Nature.

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). Springer Nature.

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. (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 (pp. 60-73). Wiley.

https://doi.org/10.1002/9781118680544.ch6 https://doi.org/10.1002/9781118680544.ch6
Oancea, A., & Orchard, J. (2013). The Future of Teacher Education. In Education Policy (pp. 60-73). Wiley.

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. (2011). Philosophy of education. In J. Arthur & A. Peterson (Eds.), The Routledge Companion to Education. Routledge.

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
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., & 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
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). 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). 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.
Calin, M. (2002). Philosophy of Education. An Anthology. Aramis.
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.
Oancea, A. (2002). Integrating support materials in classroom activities. In . World Bank (Ed.), Developing Rural Education in Romania. Ministry for Education and Science.

Conference papers

Oancea, A. (2014, January 1). Configurative capture of value through qualitative network mapping. Invited contribution.
Oancea, A. (2014, January 1). The impacts of RAE 2008 on education research in the United Kingdom. Invited contribution.
Oancea, A. (2014, January 1). Impact from doctoral research? Keynote lecture and workshop.
Oancea, A. (2014, January 1). Teachers’ professional knowledge. Keynote panel.
Oancea, A., Orchard, J., & Winch, C. (2014, January 1). The contribution of educational research to teachers’ professional learning – philosophical understandings.
Oancea, A. (2012, January 1). Prospects for the future of educational research. Invited talk.
Oancea, A. (2012, January 1). Philosophical perspectives on the future of teacher education.
Oancea, A. (2011, January 1). Capturing and reporting research impact. Invited talk.
Oancea, A. (2011, January 1). The BERA/UCET Review of the implications of current policy contexts for the future of educational research. Invited talk.
Oancea, A. (2011, January 1). Commentary on the EERQI project.
Oancea, A. (2011, January 1). Governing research through assessment technologies. Talk to the fourth CETL conference.
Oancea, A. (2011, January 1). Interpretations and practices of research impact. Invited talk.
Oancea, A., Menter, I., & McNamara, O. (2011, January 1). UCET/BERA collaboration - the impact of current policy developments on educational research.
Oancea, A. (2011, January 1). Interpretations and practices of research impact across the disciplines.
Oancea, A., & Whitty, G. (2011, January 1). The future of educational research. Symposium.
Oancea, A. (2011, January 1). Interpretations and practices of research impact across the disciplines.
Oancea, A., & Orchard, J. (2011, January 1). Philosophical perspectives on the future of teacher education.
Oancea, A. (2010, January 1). Invited discussant of R. Pring, Faith based schools, Religion, Values and Education seminar.
Oancea, A. (2010, January 1). The Impacts of RAE 2008 on Education Units across the UK. Invited talk.
Oancea, A. (2010, January 1). Evidence from the BERA/UCET Review of the Impacts of RAE 2008. Keynote symposium (convenor and contributor).
Oancea, A. (2010, January 1). The contribution of the EERQI measures and indicators to the assessment of research in education. Invited contribution.
Oancea, A. (2010, January 1). The RAE, the REF, and the future of research assessment in the UK. Invited keynote workshop.
Oancea, A. (2010, January 1). RAE 2008 impacts and REF expectations. Invited seminar.
Oancea, A. (2010, January 1). Assessing the Quality of Education Research in Different Contexts. Keynote address.
Oancea, A. (2010, January 1). Assessment, Quality and Higher Education Research. Invited talk.
Oancea, A. (2010, January 1). Research assessment and education research.
Oancea, A. (2010, January 1). Beyond impact: Connecting research to policy and practice? Invited contribution.
Oancea, A. (2010, January 1). Impacts and REF Expectations: Findings from the UCET/BERA Review of the Impacts of RAE 2008 on Education Research. Invited session.
Oancea, A. (2010, January 1). Education research and the RAE: findings from the review of the impacts of the RAE 2008 on education research. Keynote lecture.
Oancea, A. (2010, January 1). Trends and challenges in research assessment. Invited talk.
Oancea, A. (2009, January 1). Lifelong Learning in Ageing Societies. Invited lecture.
Oancea, A. (2009, January 1). On Evidence, Use, and Deliberation: Implications of the relevance and usefulness agenda for practice-related research. Invited talk to international symposium.
Oancea, A. (2009, January 1). Philosophy and Education Research. The voice(s) of philosophy in the conversations of the educational research communities. Contribution to invited plenary symposium.
Oancea, A. (2008, January 1). Praxis or Poiesis? On the Assessment of Applied and Practice-Based Research. Invited lecture.
Oancea, A., & Gorard, S. (2006, January 1). Making evidence useful: the whole point of publicly-funded education research?.
Oancea, A. (2005, January 1). Recent considerations of quality in social research. Assessing applied and practice-based research. Keynote talk.

Journal articles

Nag, S., Arulmani, G., Jhingran, D., Mirković, J., Oancea, A., & Snowling, M. (2025). Adopting Quality for School Readiness (AQSR): a heuristic framework using recommended practice and professional knowledge to support oral language in multilingual classrooms. Topics in Language Disorders.

https://ora.ox.ac.uk/objects/uuid:235d971c-9306-49cc-9ee3-652536727e16
Cheung, K., Oancea, A., & Erduran, S. (2024). Students’ meaning-making of nature of science: interaction between visual, verbal, and written modes of representation. Science Education, 109(2), 480-505.

https://doi.org/10.1002/sce.21916 https://ora.ox.ac.uk/objects/uuid:38b47376-624e-4b69-a0f0-033a46a83da2
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
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
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
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
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
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
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
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). Interpretations of Research Impact in Seven Disciplines. European Educational Research Journal, 12(2), 242-250.

https://doi.org/10.2304/eerj.2013.12.2.242
Baumfield, V., Menter, I., & Oancea, A. (2013). Editorial. Review of Education, 1(1), 1-1.

https://doi.org/10.1002/rev3.3003
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., & 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
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.

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
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
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
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
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.

Reports

Oancea, A., & Wilson, S. (2024). Report on research assessment. Publications Office of the European Union.

https://doi.org/10.2848/931335 https://ora.ox.ac.uk/objects/uuid:36928da0-bfba-4c61-864e-de30e216f76d
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.

https://doi.org/10.5287/ora-9o4xavrkv https://ora.ox.ac.uk/objects/uuid:3b46e2a1-bc3a-45ec-92b0-2407144fa598
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
Oancea, A., & Mills, D. (2014). Educational Research. Final report of the BERA Observatory 2014. British Educational Research Association.
Oancea, A., Florez-Petour, M., & Atkinson, J. (2014). The Cultural Value of Arts and Humanities Research: A Configurative Approach. Arts and Humanities Research Council.
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
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
Oancea, A. (2010). Research assessment in the United Kingdom: Issues of concern. In World social science report: Knowledge divides (pp. 259-261). UNESCO.
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
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
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.
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.
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
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
ROBSON, J., & OANCEA, A. (n.d.). Approaches to Impact in Research Funded by the Oxford Martin School. Oxford Martin School.

Subjects Taught

DPhil in Education
MSc in Education

Current Doctoral Students