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Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).

Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).

Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.

At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.

Publications
  • 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
  • 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
  • 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
  • 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
  • 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
  • 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
  • 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
  • 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
  • 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
  • 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
  • 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
  • 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
  • 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
  • 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.

Qingling is a DPhil student in Higher Education and a Kwok Scholar.

Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.

As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.

Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.

Adam is a researcher in the Department’s Centre on Skills, Knowledge and Organisational Performance. He is currently a co-investigator on the ‘Unlocking the potential of AI for English law’ project.

This project is funded by the Industrial Strategy Challenge Fund’s (ICSF) Next Generation Services Research Programme and UK Research and Innovation (UKRI), run by researchers in the Oxford departments and faculties of Law, Economics, Computer Science, Education and the Said Business School, in 2019 and 2020.

Liz is a solicitor (non-practising) of over 20 years experience with over 19 years’ experience in higher education.

Liz has published on legal education, blended learning, e-portfolios and legal skills and has wide teaching experience of postgraduate and undergraduate law students and legal apprentices as well as peer training on taxation issues in practice.  Liz has also served on the Law Society VAT and Duties Tax Subcommittee for over a decade.  Liz is one of a team of authors for OUP’s forthcoming SQE series of texts.

Publications
  • Comparing legal professional education with education in other professions: what can they teach us?  UKCLE Conference 2011.  https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/learning-in-law-annual-conference/2011/papers/chairs-report-amanda-fancourt.1.html
  • Interaction and Reflection:  International Review of Law, Computers and Technology 2010 (Polding, Liz, James Catchpole, and Jill Cripps. “Interaction and Reflection: A New Approach to Skills and Accounts Teaching on the Legal Practice Course.” International Review of Law, Computers & Technology 24.1 (2010): 83-92. Web.)
  • Interaction and Reflection UKCLE Conference 2009 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • LPC Skills Online OUP 2009 (Polding, Liz., and Jill. Cripps. LPC Skills Online. Oxford: Oxford UP, 2010. Print.)
  • E-learning module of the toolkit for teachers for UKCLE 2008 https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/guides/index.html
  • Delivering blended learning by open source methods.   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/enhancing-learning-through-technology/index.html
  • Journal of Information Law and Technology  UKCLE 2007  (Polding, Liz. “Leading Change – Integrating E-Learning Into an Existing Course.” Legal Information Management 7.1 (2007): 59-63. Web.)
  • Getting started with e-portfolios UKCLE 2005   https://ials.sas.ac.uk/ukcle/78.158.56.101/archive/law/resources/personal-development-planning/oxilp/index.html

Fahad is reading for a DPhil in Education (part-time). He has over fifteen years professional experience in the education sector, in particular, higher education.

He has held senior roles in staff and student development, human resources, policy and strategy. Fahad holds a BSc in Education and Science and an MBA. Prior to commencing his doctoral studies, he was elected an Academic Visitor at St Antony’s College in the University of Oxford. Fahad’s research focus is on the quality of undergraduate medical education for Qatari doctors.

Anay is passionate about education for first generation learners in remote rural and tribal India.

He loves sports, conversation about philosophy and spirituality, and flowers.

He hopes to transform the teacher education system in India after completing his DPhil at Oxford.

Title of Thesis

The Role of teachers in differentiated education in South India

Publications

Nangalia, A. (2016). The Role of English in Wastepicker Communities in Bangalore: A Grounded Theory AND Design and Implementation of English Language Teaching Program. LAP LAMBERT Academic Publishing.

Kamal Armanious is particularly interested in the topic of education governance to explore what is possible in developing an improved governance system for technical and vocational education and training (TVET).

There have always been various calls from different international organisations such UNESCO, ILO, World Bank, OECD etc. to develop a transformed and transformative approach to TVET. This is attractive for certain theoretical as well as practical reasons; however, one set of limitations in achieving this vision lies in the arena of governance. Mr Armanious examines an imagined better model of governance that can be developed from the principles of a new approach and wider theoretical resources with consideration to national realities where there may be very serious obstacles in the way of realising this new governance approach and hence the overall planned transformation.

Title of Thesis

Education and Training Policies in Egypt: Good Governance and Stakeholders Participation

 

Sizwe Mkwanazi has five years of experience working in a South African University. He was a cum laude (distinction) graduate for the Master of Technology Degree in Operations Management which he obtained from the University of Johannesburg in South Africa.

He is currently a Rhodes Scholar and passionate about entrepreneurship education and its associated research.

Title of Thesis

Teaching, Learning and Collaboration in University Led Entrepreneurship Education Ecosystems

Publications

Mkwanazi, S. & Mbohwa, C. (2017). Supplier Development Funding: Evaluating a Funding Model for South African Manufacturing Co-operatives. Proceedings of the 2017 International Symposium on Industrial Engineering and Operations Management (IEOM) Bristol, UK, July 24-25, 2017, 978-1-5090-3924-1/17/$31.00 ©2017 IEEE, pp. 671 -686

Mkwanazi, S. & Mbohwa, C. 2016: A Township Based Business Location for Migrant’s Businesses in South Africa: Cases of Xenophobia. 33rd Pan Pacific Business Conference, Malaysia: Miri Sarawak, May 25-28, 2016, ISBN: 1-931649-27-6, Paper No: 14

Mkwanazi, S. & Mbohwa, C. (2016). Supplier Development Grants as an Alternative Method of Funding to Improve the Business Performance of Sewing Cooperatives (Abstract). 28th South African Institute of Management Sciences Conference, South Africa, Pretoria, September 4-7, 2016. Abstract.

Mkwanazi, M.S., Mbohwa, C. and Nemarumane, T., 2015, December. Evaluation of the reliability performance of an inter-campus bus system. In Industrial Engineering and Engineering Management (IEEM), 2015 IEEE International Conference in Singapore (pp. 1762-1766). IEEE.

Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’  and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.

She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.

Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologist