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Viewing archives for Theme 2: Policy, Economy and Society

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

My PhD project is in Education (University of Warwick, UK), and I hold an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

My research lies broadly within the field of International Higher Education and Development, and I also have experience of different areas of Education Studies. I am particularly interested in studying patterns of global mobility and knowledge exchange, interactions between education, conflict and reconstruction, and the role of higher education in recovery in conflict settings.

I have teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications
Peer-Reviewed Publications

Akkad, A. (Forthcoming) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Henderson, F. E. & Akkad, A. (In progress) “The role of supervisors in the pre-application stage of doctoral admissions”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (in progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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.

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.

Lorena is a Postdoctoral Researcher for the International Student Mobility and World Development project.

Lorena holds a BA in English (Universidad Autónoma de Tamaulipas, Mexico), a joint MA in Lifelong Learning: Policy and Management (University College London, UK and Universidad de Deusto, Spain), and a PhD in Education and International Development (University College London, UK).

Her doctoral research explored the role and meaning of literacy in the context of an Indigenous language education programme for adults in Mexico. In 2022, she received the Gail P. Kelly Award for Outstanding Doctoral Dissertation from the Comparative and International Education Society.

Her work focuses on education and international development, particularly in Latin America, including issues of educational access and equity, critical pedagogy, lifelong learning, education for sustainable development, and the impact of international mobility on global development. She has extensive teaching experience across themes of education and globalisation, gender and international development, and qualitative research methods.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

My PhD project is in Education (University of Warwick, UK), and I hold an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

My research lies broadly within the field of International Higher Education and Development, and I also have experience of different areas of Education Studies. I am particularly interested in studying patterns of global mobility and knowledge exchange, interactions between education, conflict and reconstruction, and the role of higher education in recovery in conflict settings.

I have teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications
Peer-Reviewed Publications

Akkad, A. (Forthcoming) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Henderson, F. E. & Akkad, A. (In progress) “The role of supervisors in the pre-application stage of doctoral admissions”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (in progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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.

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.

Lorena is a Postdoctoral Researcher for the International Student Mobility and World Development project.

Lorena holds a BA in English (Universidad Autónoma de Tamaulipas, Mexico), a joint MA in Lifelong Learning: Policy and Management (University College London, UK and Universidad de Deusto, Spain), and a PhD in Education and International Development (University College London, UK).

Her doctoral research explored the role and meaning of literacy in the context of an Indigenous language education programme for adults in Mexico. In 2022, she received the Gail P. Kelly Award for Outstanding Doctoral Dissertation from the Comparative and International Education Society.

Her work focuses on education and international development, particularly in Latin America, including issues of educational access and equity, critical pedagogy, lifelong learning, education for sustainable development, and the impact of international mobility on global development. She has extensive teaching experience across themes of education and globalisation, gender and international development, and qualitative research methods.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

My PhD project is in Education (University of Warwick, UK), and I hold an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

My research lies broadly within the field of International Higher Education and Development, and I also have experience of different areas of Education Studies. I am particularly interested in studying patterns of global mobility and knowledge exchange, interactions between education, conflict and reconstruction, and the role of higher education in recovery in conflict settings.

I have teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications
Peer-Reviewed Publications

Akkad, A. (Forthcoming) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Henderson, F. E. & Akkad, A. (In progress) “The role of supervisors in the pre-application stage of doctoral admissions”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (in progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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.

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.

Lorena is a Postdoctoral Researcher for the International Student Mobility and World Development project.

Lorena holds a BA in English (Universidad Autónoma de Tamaulipas, Mexico), a joint MA in Lifelong Learning: Policy and Management (University College London, UK and Universidad de Deusto, Spain), and a PhD in Education and International Development (University College London, UK).

Her doctoral research explored the role and meaning of literacy in the context of an Indigenous language education programme for adults in Mexico. In 2022, she received the Gail P. Kelly Award for Outstanding Doctoral Dissertation from the Comparative and International Education Society.

Her work focuses on education and international development, particularly in Latin America, including issues of educational access and equity, critical pedagogy, lifelong learning, education for sustainable development, and the impact of international mobility on global development. She has extensive teaching experience across themes of education and globalisation, gender and international development, and qualitative research methods.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

My PhD project is in Education (University of Warwick, UK), and I hold an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

My research lies broadly within the field of International Higher Education and Development, and I also have experience of different areas of Education Studies. I am particularly interested in studying patterns of global mobility and knowledge exchange, interactions between education, conflict and reconstruction, and the role of higher education in recovery in conflict settings.

I have teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications
Peer-Reviewed Publications

Akkad, A. (Forthcoming) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Henderson, F. E. & Akkad, A. (In progress) “The role of supervisors in the pre-application stage of doctoral admissions”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (in progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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.

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.

Lorena is a Postdoctoral Researcher for the International Student Mobility and World Development project.

Lorena holds a BA in English (Universidad Autónoma de Tamaulipas, Mexico), a joint MA in Lifelong Learning: Policy and Management (University College London, UK and Universidad de Deusto, Spain), and a PhD in Education and International Development (University College London, UK).

Her doctoral research explored the role and meaning of literacy in the context of an Indigenous language education programme for adults in Mexico. In 2022, she received the Gail P. Kelly Award for Outstanding Doctoral Dissertation from the Comparative and International Education Society.

Her work focuses on education and international development, particularly in Latin America, including issues of educational access and equity, critical pedagogy, lifelong learning, education for sustainable development, and the impact of international mobility on global development. She has extensive teaching experience across themes of education and globalisation, gender and international development, and qualitative research methods.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

My PhD project is in Education (University of Warwick, UK), and I hold an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

My research lies broadly within the field of International Higher Education and Development, and I also have experience of different areas of Education Studies. I am particularly interested in studying patterns of global mobility and knowledge exchange, interactions between education, conflict and reconstruction, and the role of higher education in recovery in conflict settings.

I have teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications
Peer-Reviewed Publications

Akkad, A. (Forthcoming) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Henderson, F. E. & Akkad, A. (In progress) “The role of supervisors in the pre-application stage of doctoral admissions”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (in progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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.

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.

Lorena is a Postdoctoral Researcher for the International Student Mobility and World Development project.

Lorena holds a BA in English (Universidad Autónoma de Tamaulipas, Mexico), a joint MA in Lifelong Learning: Policy and Management (University College London, UK and Universidad de Deusto, Spain), and a PhD in Education and International Development (University College London, UK).

Her doctoral research explored the role and meaning of literacy in the context of an Indigenous language education programme for adults in Mexico. In 2022, she received the Gail P. Kelly Award for Outstanding Doctoral Dissertation from the Comparative and International Education Society.

Her work focuses on education and international development, particularly in Latin America, including issues of educational access and equity, critical pedagogy, lifelong learning, education for sustainable development, and the impact of international mobility on global development. She has extensive teaching experience across themes of education and globalisation, gender and international development, and qualitative research methods.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

My PhD project is in Education (University of Warwick, UK), and I hold an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

My research lies broadly within the field of International Higher Education and Development, and I also have experience of different areas of Education Studies. I am particularly interested in studying patterns of global mobility and knowledge exchange, interactions between education, conflict and reconstruction, and the role of higher education in recovery in conflict settings.

I have teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications
Peer-Reviewed Publications

Akkad, A. (Forthcoming) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Henderson, F. E. & Akkad, A. (In progress) “The role of supervisors in the pre-application stage of doctoral admissions”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (in progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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.

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.

Lorena is a Postdoctoral Researcher for the International Student Mobility and World Development project.

Lorena holds a BA in English (Universidad Autónoma de Tamaulipas, Mexico), a joint MA in Lifelong Learning: Policy and Management (University College London, UK and Universidad de Deusto, Spain), and a PhD in Education and International Development (University College London, UK).

Her doctoral research explored the role and meaning of literacy in the context of an Indigenous language education programme for adults in Mexico. In 2022, she received the Gail P. Kelly Award for Outstanding Doctoral Dissertation from the Comparative and International Education Society.

Her work focuses on education and international development, particularly in Latin America, including issues of educational access and equity, critical pedagogy, lifelong learning, education for sustainable development, and the impact of international mobility on global development. She has extensive teaching experience across themes of education and globalisation, gender and international development, and qualitative research methods.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

My PhD project is in Education (University of Warwick, UK), and I hold an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

My research lies broadly within the field of International Higher Education and Development, and I also have experience of different areas of Education Studies. I am particularly interested in studying patterns of global mobility and knowledge exchange, interactions between education, conflict and reconstruction, and the role of higher education in recovery in conflict settings.

I have teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications
Peer-Reviewed Publications

Akkad, A. (Forthcoming) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Henderson, F. E. & Akkad, A. (In progress) “The role of supervisors in the pre-application stage of doctoral admissions”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (in progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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.

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.

Lorena is a Postdoctoral Researcher for the International Student Mobility and World Development project.

Lorena holds a BA in English (Universidad Autónoma de Tamaulipas, Mexico), a joint MA in Lifelong Learning: Policy and Management (University College London, UK and Universidad de Deusto, Spain), and a PhD in Education and International Development (University College London, UK).

Her doctoral research explored the role and meaning of literacy in the context of an Indigenous language education programme for adults in Mexico. In 2022, she received the Gail P. Kelly Award for Outstanding Doctoral Dissertation from the Comparative and International Education Society.

Her work focuses on education and international development, particularly in Latin America, including issues of educational access and equity, critical pedagogy, lifelong learning, education for sustainable development, and the impact of international mobility on global development. She has extensive teaching experience across themes of education and globalisation, gender and international development, and qualitative research methods.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

My PhD project is in Education (University of Warwick, UK), and I hold an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

My research lies broadly within the field of International Higher Education and Development, and I also have experience of different areas of Education Studies. I am particularly interested in studying patterns of global mobility and knowledge exchange, interactions between education, conflict and reconstruction, and the role of higher education in recovery in conflict settings.

I have teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications
Peer-Reviewed Publications

Akkad, A. (Forthcoming) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Henderson, F. E. & Akkad, A. (In progress) “The role of supervisors in the pre-application stage of doctoral admissions”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (in progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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.

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.

Lorena is a Postdoctoral Researcher for the International Student Mobility and World Development project.

Lorena holds a BA in English (Universidad Autónoma de Tamaulipas, Mexico), a joint MA in Lifelong Learning: Policy and Management (University College London, UK and Universidad de Deusto, Spain), and a PhD in Education and International Development (University College London, UK).

Her doctoral research explored the role and meaning of literacy in the context of an Indigenous language education programme for adults in Mexico. In 2022, she received the Gail P. Kelly Award for Outstanding Doctoral Dissertation from the Comparative and International Education Society.

Her work focuses on education and international development, particularly in Latin America, including issues of educational access and equity, critical pedagogy, lifelong learning, education for sustainable development, and the impact of international mobility on global development. She has extensive teaching experience across themes of education and globalisation, gender and international development, and qualitative research methods.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

My PhD project is in Education (University of Warwick, UK), and I hold an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

My research lies broadly within the field of International Higher Education and Development, and I also have experience of different areas of Education Studies. I am particularly interested in studying patterns of global mobility and knowledge exchange, interactions between education, conflict and reconstruction, and the role of higher education in recovery in conflict settings.

I have teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications
Peer-Reviewed Publications

Akkad, A. (Forthcoming) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Henderson, F. E. & Akkad, A. (In progress) “The role of supervisors in the pre-application stage of doctoral admissions”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (in progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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.

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.

Lorena is a Postdoctoral Researcher for the International Student Mobility and World Development project.

Lorena holds a BA in English (Universidad Autónoma de Tamaulipas, Mexico), a joint MA in Lifelong Learning: Policy and Management (University College London, UK and Universidad de Deusto, Spain), and a PhD in Education and International Development (University College London, UK).

Her doctoral research explored the role and meaning of literacy in the context of an Indigenous language education programme for adults in Mexico. In 2022, she received the Gail P. Kelly Award for Outstanding Doctoral Dissertation from the Comparative and International Education Society.

Her work focuses on education and international development, particularly in Latin America, including issues of educational access and equity, critical pedagogy, lifelong learning, education for sustainable development, and the impact of international mobility on global development. She has extensive teaching experience across themes of education and globalisation, gender and international development, and qualitative research methods.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

My PhD project is in Education (University of Warwick, UK), and I hold an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

My research lies broadly within the field of International Higher Education and Development, and I also have experience of different areas of Education Studies. I am particularly interested in studying patterns of global mobility and knowledge exchange, interactions between education, conflict and reconstruction, and the role of higher education in recovery in conflict settings.

I have teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications
Peer-Reviewed Publications

Akkad, A. (Forthcoming) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Henderson, F. E. & Akkad, A. (In progress) “The role of supervisors in the pre-application stage of doctoral admissions”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (in progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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.

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.

Lorena is a Postdoctoral Researcher for the International Student Mobility and World Development project.

Lorena holds a BA in English (Universidad Autónoma de Tamaulipas, Mexico), a joint MA in Lifelong Learning: Policy and Management (University College London, UK and Universidad de Deusto, Spain), and a PhD in Education and International Development (University College London, UK).

Her doctoral research explored the role and meaning of literacy in the context of an Indigenous language education programme for adults in Mexico. In 2022, she received the Gail P. Kelly Award for Outstanding Doctoral Dissertation from the Comparative and International Education Society.

Her work focuses on education and international development, particularly in Latin America, including issues of educational access and equity, critical pedagogy, lifelong learning, education for sustainable development, and the impact of international mobility on global development. She has extensive teaching experience across themes of education and globalisation, gender and international development, and qualitative research methods.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

My PhD project is in Education (University of Warwick, UK), and I hold an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

My research lies broadly within the field of International Higher Education and Development, and I also have experience of different areas of Education Studies. I am particularly interested in studying patterns of global mobility and knowledge exchange, interactions between education, conflict and reconstruction, and the role of higher education in recovery in conflict settings.

I have teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications
Peer-Reviewed Publications

Akkad, A. (Forthcoming) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Henderson, F. E. & Akkad, A. (In progress) “The role of supervisors in the pre-application stage of doctoral admissions”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (in progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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.

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.

Lorena is a Postdoctoral Researcher for the International Student Mobility and World Development project.

Lorena holds a BA in English (Universidad Autónoma de Tamaulipas, Mexico), a joint MA in Lifelong Learning: Policy and Management (University College London, UK and Universidad de Deusto, Spain), and a PhD in Education and International Development (University College London, UK).

Her doctoral research explored the role and meaning of literacy in the context of an Indigenous language education programme for adults in Mexico. In 2022, she received the Gail P. Kelly Award for Outstanding Doctoral Dissertation from the Comparative and International Education Society.

Her work focuses on education and international development, particularly in Latin America, including issues of educational access and equity, critical pedagogy, lifelong learning, education for sustainable development, and the impact of international mobility on global development. She has extensive teaching experience across themes of education and globalisation, gender and international development, and qualitative research methods.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

My PhD project is in Education (University of Warwick, UK), and I hold an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

My research lies broadly within the field of International Higher Education and Development, and I also have experience of different areas of Education Studies. I am particularly interested in studying patterns of global mobility and knowledge exchange, interactions between education, conflict and reconstruction, and the role of higher education in recovery in conflict settings.

I have teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications
Peer-Reviewed Publications

Akkad, A. (Forthcoming) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Henderson, F. E. & Akkad, A. (In progress) “The role of supervisors in the pre-application stage of doctoral admissions”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (in progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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.

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.

Lorena is a Postdoctoral Researcher for the International Student Mobility and World Development project.

Lorena holds a BA in English (Universidad Autónoma de Tamaulipas, Mexico), a joint MA in Lifelong Learning: Policy and Management (University College London, UK and Universidad de Deusto, Spain), and a PhD in Education and International Development (University College London, UK).

Her doctoral research explored the role and meaning of literacy in the context of an Indigenous language education programme for adults in Mexico. In 2022, she received the Gail P. Kelly Award for Outstanding Doctoral Dissertation from the Comparative and International Education Society.

Her work focuses on education and international development, particularly in Latin America, including issues of educational access and equity, critical pedagogy, lifelong learning, education for sustainable development, and the impact of international mobility on global development. She has extensive teaching experience across themes of education and globalisation, gender and international development, and qualitative research methods.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

My PhD project is in Education (University of Warwick, UK), and I hold an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

My research lies broadly within the field of International Higher Education and Development, and I also have experience of different areas of Education Studies. I am particularly interested in studying patterns of global mobility and knowledge exchange, interactions between education, conflict and reconstruction, and the role of higher education in recovery in conflict settings.

I have teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications
Peer-Reviewed Publications

Akkad, A. (Forthcoming) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Henderson, F. E. & Akkad, A. (In progress) “The role of supervisors in the pre-application stage of doctoral admissions”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (in progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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.

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.

Lorena is a Postdoctoral Researcher for the International Student Mobility and World Development project.

Lorena holds a BA in English (Universidad Autónoma de Tamaulipas, Mexico), a joint MA in Lifelong Learning: Policy and Management (University College London, UK and Universidad de Deusto, Spain), and a PhD in Education and International Development (University College London, UK).

Her doctoral research explored the role and meaning of literacy in the context of an Indigenous language education programme for adults in Mexico. In 2022, she received the Gail P. Kelly Award for Outstanding Doctoral Dissertation from the Comparative and International Education Society.

Her work focuses on education and international development, particularly in Latin America, including issues of educational access and equity, critical pedagogy, lifelong learning, education for sustainable development, and the impact of international mobility on global development. She has extensive teaching experience across themes of education and globalisation, gender and international development, and qualitative research methods.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

My PhD project is in Education (University of Warwick, UK), and I hold an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

My research lies broadly within the field of International Higher Education and Development, and I also have experience of different areas of Education Studies. I am particularly interested in studying patterns of global mobility and knowledge exchange, interactions between education, conflict and reconstruction, and the role of higher education in recovery in conflict settings.

I have teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications
Peer-Reviewed Publications

Akkad, A. (Forthcoming) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Henderson, F. E. & Akkad, A. (In progress) “The role of supervisors in the pre-application stage of doctoral admissions”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (in progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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.

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.

Lorena is a Postdoctoral Researcher for the International Student Mobility and World Development project.

Lorena holds a BA in English (Universidad Autónoma de Tamaulipas, Mexico), a joint MA in Lifelong Learning: Policy and Management (University College London, UK and Universidad de Deusto, Spain), and a PhD in Education and International Development (University College London, UK).

Her doctoral research explored the role and meaning of literacy in the context of an Indigenous language education programme for adults in Mexico. In 2022, she received the Gail P. Kelly Award for Outstanding Doctoral Dissertation from the Comparative and International Education Society.

Her work focuses on education and international development, particularly in Latin America, including issues of educational access and equity, critical pedagogy, lifelong learning, education for sustainable development, and the impact of international mobility on global development. She has extensive teaching experience across themes of education and globalisation, gender and international development, and qualitative research methods.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

My PhD project is in Education (University of Warwick, UK), and I hold an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

My research lies broadly within the field of International Higher Education and Development, and I also have experience of different areas of Education Studies. I am particularly interested in studying patterns of global mobility and knowledge exchange, interactions between education, conflict and reconstruction, and the role of higher education in recovery in conflict settings.

I have teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications
Peer-Reviewed Publications

Akkad, A. (Forthcoming) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Henderson, F. E. & Akkad, A. (In progress) “The role of supervisors in the pre-application stage of doctoral admissions”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (in progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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.

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.

Lorena is a Postdoctoral Researcher for the International Student Mobility and World Development project.

Lorena holds a BA in English (Universidad Autónoma de Tamaulipas, Mexico), a joint MA in Lifelong Learning: Policy and Management (University College London, UK and Universidad de Deusto, Spain), and a PhD in Education and International Development (University College London, UK).

Her doctoral research explored the role and meaning of literacy in the context of an Indigenous language education programme for adults in Mexico. In 2022, she received the Gail P. Kelly Award for Outstanding Doctoral Dissertation from the Comparative and International Education Society.

Her work focuses on education and international development, particularly in Latin America, including issues of educational access and equity, critical pedagogy, lifelong learning, education for sustainable development, and the impact of international mobility on global development. She has extensive teaching experience across themes of education and globalisation, gender and international development, and qualitative research methods.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

My PhD project is in Education (University of Warwick, UK), and I hold an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

My research lies broadly within the field of International Higher Education and Development, and I also have experience of different areas of Education Studies. I am particularly interested in studying patterns of global mobility and knowledge exchange, interactions between education, conflict and reconstruction, and the role of higher education in recovery in conflict settings.

I have teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications
Peer-Reviewed Publications

Akkad, A. (Forthcoming) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Henderson, F. E. & Akkad, A. (In progress) “The role of supervisors in the pre-application stage of doctoral admissions”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (in progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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.

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.

Lorena is a Postdoctoral Researcher for the International Student Mobility and World Development project.

Lorena holds a BA in English (Universidad Autónoma de Tamaulipas, Mexico), a joint MA in Lifelong Learning: Policy and Management (University College London, UK and Universidad de Deusto, Spain), and a PhD in Education and International Development (University College London, UK).

Her doctoral research explored the role and meaning of literacy in the context of an Indigenous language education programme for adults in Mexico. In 2022, she received the Gail P. Kelly Award for Outstanding Doctoral Dissertation from the Comparative and International Education Society.

Her work focuses on education and international development, particularly in Latin America, including issues of educational access and equity, critical pedagogy, lifelong learning, education for sustainable development, and the impact of international mobility on global development. She has extensive teaching experience across themes of education and globalisation, gender and international development, and qualitative research methods.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

My PhD project is in Education (University of Warwick, UK), and I hold an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

My research lies broadly within the field of International Higher Education and Development, and I also have experience of different areas of Education Studies. I am particularly interested in studying patterns of global mobility and knowledge exchange, interactions between education, conflict and reconstruction, and the role of higher education in recovery in conflict settings.

I have teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications
Peer-Reviewed Publications

Akkad, A. (Forthcoming) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Henderson, F. E. & Akkad, A. (In progress) “The role of supervisors in the pre-application stage of doctoral admissions”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (in progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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.

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.

Lorena is a Postdoctoral Researcher for the International Student Mobility and World Development project.

Lorena holds a BA in English (Universidad Autónoma de Tamaulipas, Mexico), a joint MA in Lifelong Learning: Policy and Management (University College London, UK and Universidad de Deusto, Spain), and a PhD in Education and International Development (University College London, UK).

Her doctoral research explored the role and meaning of literacy in the context of an Indigenous language education programme for adults in Mexico. In 2022, she received the Gail P. Kelly Award for Outstanding Doctoral Dissertation from the Comparative and International Education Society.

Her work focuses on education and international development, particularly in Latin America, including issues of educational access and equity, critical pedagogy, lifelong learning, education for sustainable development, and the impact of international mobility on global development. She has extensive teaching experience across themes of education and globalisation, gender and international development, and qualitative research methods.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

My PhD project is in Education (University of Warwick, UK), and I hold an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

My research lies broadly within the field of International Higher Education and Development, and I also have experience of different areas of Education Studies. I am particularly interested in studying patterns of global mobility and knowledge exchange, interactions between education, conflict and reconstruction, and the role of higher education in recovery in conflict settings.

I have teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications
Peer-Reviewed Publications

Akkad, A. (Forthcoming) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Henderson, F. E. & Akkad, A. (In progress) “The role of supervisors in the pre-application stage of doctoral admissions”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (in progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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.

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.

Lorena is a Postdoctoral Researcher for the International Student Mobility and World Development project.

Lorena holds a BA in English (Universidad Autónoma de Tamaulipas, Mexico), a joint MA in Lifelong Learning: Policy and Management (University College London, UK and Universidad de Deusto, Spain), and a PhD in Education and International Development (University College London, UK).

Her doctoral research explored the role and meaning of literacy in the context of an Indigenous language education programme for adults in Mexico. In 2022, she received the Gail P. Kelly Award for Outstanding Doctoral Dissertation from the Comparative and International Education Society.

Her work focuses on education and international development, particularly in Latin America, including issues of educational access and equity, critical pedagogy, lifelong learning, education for sustainable development, and the impact of international mobility on global development. She has extensive teaching experience across themes of education and globalisation, gender and international development, and qualitative research methods.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

My PhD project is in Education (University of Warwick, UK), and I hold an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

My research lies broadly within the field of International Higher Education and Development, and I also have experience of different areas of Education Studies. I am particularly interested in studying patterns of global mobility and knowledge exchange, interactions between education, conflict and reconstruction, and the role of higher education in recovery in conflict settings.

I have teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications
Peer-Reviewed Publications

Akkad, A. (Forthcoming) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Henderson, F. E. & Akkad, A. (In progress) “The role of supervisors in the pre-application stage of doctoral admissions”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (in progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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.

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.

Lorena is a Postdoctoral Researcher for the International Student Mobility and World Development project.

Lorena holds a BA in English (Universidad Autónoma de Tamaulipas, Mexico), a joint MA in Lifelong Learning: Policy and Management (University College London, UK and Universidad de Deusto, Spain), and a PhD in Education and International Development (University College London, UK).

Her doctoral research explored the role and meaning of literacy in the context of an Indigenous language education programme for adults in Mexico. In 2022, she received the Gail P. Kelly Award for Outstanding Doctoral Dissertation from the Comparative and International Education Society.

Her work focuses on education and international development, particularly in Latin America, including issues of educational access and equity, critical pedagogy, lifelong learning, education for sustainable development, and the impact of international mobility on global development. She has extensive teaching experience across themes of education and globalisation, gender and international development, and qualitative research methods.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

My PhD project is in Education (University of Warwick, UK), and I hold an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

My research lies broadly within the field of International Higher Education and Development, and I also have experience of different areas of Education Studies. I am particularly interested in studying patterns of global mobility and knowledge exchange, interactions between education, conflict and reconstruction, and the role of higher education in recovery in conflict settings.

I have teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications
Peer-Reviewed Publications

Akkad, A. (Forthcoming) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Henderson, F. E. & Akkad, A. (In progress) “The role of supervisors in the pre-application stage of doctoral admissions”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (in progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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.

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.

Lorena is a Postdoctoral Researcher for the International Student Mobility and World Development project.

Lorena holds a BA in English (Universidad Autónoma de Tamaulipas, Mexico), a joint MA in Lifelong Learning: Policy and Management (University College London, UK and Universidad de Deusto, Spain), and a PhD in Education and International Development (University College London, UK).

Her doctoral research explored the role and meaning of literacy in the context of an Indigenous language education programme for adults in Mexico. In 2022, she received the Gail P. Kelly Award for Outstanding Doctoral Dissertation from the Comparative and International Education Society.

Her work focuses on education and international development, particularly in Latin America, including issues of educational access and equity, critical pedagogy, lifelong learning, education for sustainable development, and the impact of international mobility on global development. She has extensive teaching experience across themes of education and globalisation, gender and international development, and qualitative research methods.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

My PhD project is in Education (University of Warwick, UK), and I hold an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

My research lies broadly within the field of International Higher Education and Development, and I also have experience of different areas of Education Studies. I am particularly interested in studying patterns of global mobility and knowledge exchange, interactions between education, conflict and reconstruction, and the role of higher education in recovery in conflict settings.

I have teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications
Peer-Reviewed Publications

Akkad, A. (Forthcoming) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Henderson, F. E. & Akkad, A. (In progress) “The role of supervisors in the pre-application stage of doctoral admissions”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (in progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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.

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.

Lorena is a Postdoctoral Researcher for the International Student Mobility and World Development project.

Lorena holds a BA in English (Universidad Autónoma de Tamaulipas, Mexico), a joint MA in Lifelong Learning: Policy and Management (University College London, UK and Universidad de Deusto, Spain), and a PhD in Education and International Development (University College London, UK).

Her doctoral research explored the role and meaning of literacy in the context of an Indigenous language education programme for adults in Mexico. In 2022, she received the Gail P. Kelly Award for Outstanding Doctoral Dissertation from the Comparative and International Education Society.

Her work focuses on education and international development, particularly in Latin America, including issues of educational access and equity, critical pedagogy, lifelong learning, education for sustainable development, and the impact of international mobility on global development. She has extensive teaching experience across themes of education and globalisation, gender and international development, and qualitative research methods.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

My PhD project is in Education (University of Warwick, UK), and I hold an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

My research lies broadly within the field of International Higher Education and Development, and I also have experience of different areas of Education Studies. I am particularly interested in studying patterns of global mobility and knowledge exchange, interactions between education, conflict and reconstruction, and the role of higher education in recovery in conflict settings.

I have teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications
Peer-Reviewed Publications

Akkad, A. (Forthcoming) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Henderson, F. E. & Akkad, A. (In progress) “The role of supervisors in the pre-application stage of doctoral admissions”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (in progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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.

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.

Lorena is a Postdoctoral Researcher for the International Student Mobility and World Development project.

Lorena holds a BA in English (Universidad Autónoma de Tamaulipas, Mexico), a joint MA in Lifelong Learning: Policy and Management (University College London, UK and Universidad de Deusto, Spain), and a PhD in Education and International Development (University College London, UK).

Her doctoral research explored the role and meaning of literacy in the context of an Indigenous language education programme for adults in Mexico. In 2022, she received the Gail P. Kelly Award for Outstanding Doctoral Dissertation from the Comparative and International Education Society.

Her work focuses on education and international development, particularly in Latin America, including issues of educational access and equity, critical pedagogy, lifelong learning, education for sustainable development, and the impact of international mobility on global development. She has extensive teaching experience across themes of education and globalisation, gender and international development, and qualitative research methods.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

My PhD project is in Education (University of Warwick, UK), and I hold an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

My research lies broadly within the field of International Higher Education and Development, and I also have experience of different areas of Education Studies. I am particularly interested in studying patterns of global mobility and knowledge exchange, interactions between education, conflict and reconstruction, and the role of higher education in recovery in conflict settings.

I have teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications
Peer-Reviewed Publications

Akkad, A. (Forthcoming) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Henderson, F. E. & Akkad, A. (In progress) “The role of supervisors in the pre-application stage of doctoral admissions”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (in progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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.

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.

Lorena is a Postdoctoral Researcher for the International Student Mobility and World Development project.

Lorena holds a BA in English (Universidad Autónoma de Tamaulipas, Mexico), a joint MA in Lifelong Learning: Policy and Management (University College London, UK and Universidad de Deusto, Spain), and a PhD in Education and International Development (University College London, UK).

Her doctoral research explored the role and meaning of literacy in the context of an Indigenous language education programme for adults in Mexico. In 2022, she received the Gail P. Kelly Award for Outstanding Doctoral Dissertation from the Comparative and International Education Society.

Her work focuses on education and international development, particularly in Latin America, including issues of educational access and equity, critical pedagogy, lifelong learning, education for sustainable development, and the impact of international mobility on global development. She has extensive teaching experience across themes of education and globalisation, gender and international development, and qualitative research methods.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

My PhD project is in Education (University of Warwick, UK), and I hold an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

My research lies broadly within the field of International Higher Education and Development, and I also have experience of different areas of Education Studies. I am particularly interested in studying patterns of global mobility and knowledge exchange, interactions between education, conflict and reconstruction, and the role of higher education in recovery in conflict settings.

I have teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications
Peer-Reviewed Publications

Akkad, A. (Forthcoming) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Henderson, F. E. & Akkad, A. (In progress) “The role of supervisors in the pre-application stage of doctoral admissions”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (in progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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.

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.

Lorena is a Postdoctoral Researcher for the International Student Mobility and World Development project.

Lorena holds a BA in English (Universidad Autónoma de Tamaulipas, Mexico), a joint MA in Lifelong Learning: Policy and Management (University College London, UK and Universidad de Deusto, Spain), and a PhD in Education and International Development (University College London, UK).

Her doctoral research explored the role and meaning of literacy in the context of an Indigenous language education programme for adults in Mexico. In 2022, she received the Gail P. Kelly Award for Outstanding Doctoral Dissertation from the Comparative and International Education Society.

Her work focuses on education and international development, particularly in Latin America, including issues of educational access and equity, critical pedagogy, lifelong learning, education for sustainable development, and the impact of international mobility on global development. She has extensive teaching experience across themes of education and globalisation, gender and international development, and qualitative research methods.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

My PhD project is in Education (University of Warwick, UK), and I hold an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

My research lies broadly within the field of International Higher Education and Development, and I also have experience of different areas of Education Studies. I am particularly interested in studying patterns of global mobility and knowledge exchange, interactions between education, conflict and reconstruction, and the role of higher education in recovery in conflict settings.

I have teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications
Peer-Reviewed Publications

Akkad, A. (Forthcoming) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Henderson, F. E. & Akkad, A. (In progress) “The role of supervisors in the pre-application stage of doctoral admissions”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (in progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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.

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.

Lorena is a Postdoctoral Researcher for the International Student Mobility and World Development project.

Lorena holds a BA in English (Universidad Autónoma de Tamaulipas, Mexico), a joint MA in Lifelong Learning: Policy and Management (University College London, UK and Universidad de Deusto, Spain), and a PhD in Education and International Development (University College London, UK).

Her doctoral research explored the role and meaning of literacy in the context of an Indigenous language education programme for adults in Mexico. In 2022, she received the Gail P. Kelly Award for Outstanding Doctoral Dissertation from the Comparative and International Education Society.

Her work focuses on education and international development, particularly in Latin America, including issues of educational access and equity, critical pedagogy, lifelong learning, education for sustainable development, and the impact of international mobility on global development. She has extensive teaching experience across themes of education and globalisation, gender and international development, and qualitative research methods.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

My PhD project is in Education (University of Warwick, UK), and I hold an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

My research lies broadly within the field of International Higher Education and Development, and I also have experience of different areas of Education Studies. I am particularly interested in studying patterns of global mobility and knowledge exchange, interactions between education, conflict and reconstruction, and the role of higher education in recovery in conflict settings.

I have teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications
Peer-Reviewed Publications

Akkad, A. (Forthcoming) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Henderson, F. E. & Akkad, A. (In progress) “The role of supervisors in the pre-application stage of doctoral admissions”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (in progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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.

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.

Lorena is a Postdoctoral Researcher for the International Student Mobility and World Development project.

Lorena holds a BA in English (Universidad Autónoma de Tamaulipas, Mexico), a joint MA in Lifelong Learning: Policy and Management (University College London, UK and Universidad de Deusto, Spain), and a PhD in Education and International Development (University College London, UK).

Her doctoral research explored the role and meaning of literacy in the context of an Indigenous language education programme for adults in Mexico. In 2022, she received the Gail P. Kelly Award for Outstanding Doctoral Dissertation from the Comparative and International Education Society.

Her work focuses on education and international development, particularly in Latin America, including issues of educational access and equity, critical pedagogy, lifelong learning, education for sustainable development, and the impact of international mobility on global development. She has extensive teaching experience across themes of education and globalisation, gender and international development, and qualitative research methods.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

My PhD project is in Education (University of Warwick, UK), and I hold an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

My research lies broadly within the field of International Higher Education and Development, and I also have experience of different areas of Education Studies. I am particularly interested in studying patterns of global mobility and knowledge exchange, interactions between education, conflict and reconstruction, and the role of higher education in recovery in conflict settings.

I have teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications
Peer-Reviewed Publications

Akkad, A. (Forthcoming) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Henderson, F. E. & Akkad, A. (In progress) “The role of supervisors in the pre-application stage of doctoral admissions”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (in progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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.

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.

Lorena is a Postdoctoral Researcher for the International Student Mobility and World Development project.

Lorena holds a BA in English (Universidad Autónoma de Tamaulipas, Mexico), a joint MA in Lifelong Learning: Policy and Management (University College London, UK and Universidad de Deusto, Spain), and a PhD in Education and International Development (University College London, UK).

Her doctoral research explored the role and meaning of literacy in the context of an Indigenous language education programme for adults in Mexico. In 2022, she received the Gail P. Kelly Award for Outstanding Doctoral Dissertation from the Comparative and International Education Society.

Her work focuses on education and international development, particularly in Latin America, including issues of educational access and equity, critical pedagogy, lifelong learning, education for sustainable development, and the impact of international mobility on global development. She has extensive teaching experience across themes of education and globalisation, gender and international development, and qualitative research methods.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

My PhD project is in Education (University of Warwick, UK), and I hold an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

My research lies broadly within the field of International Higher Education and Development, and I also have experience of different areas of Education Studies. I am particularly interested in studying patterns of global mobility and knowledge exchange, interactions between education, conflict and reconstruction, and the role of higher education in recovery in conflict settings.

I have teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications
Peer-Reviewed Publications

Akkad, A. (Forthcoming) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Henderson, F. E. & Akkad, A. (In progress) “The role of supervisors in the pre-application stage of doctoral admissions”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (in progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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.

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.

Lorena is a Postdoctoral Researcher for the International Student Mobility and World Development project.

Lorena holds a BA in English (Universidad Autónoma de Tamaulipas, Mexico), a joint MA in Lifelong Learning: Policy and Management (University College London, UK and Universidad de Deusto, Spain), and a PhD in Education and International Development (University College London, UK).

Her doctoral research explored the role and meaning of literacy in the context of an Indigenous language education programme for adults in Mexico. In 2022, she received the Gail P. Kelly Award for Outstanding Doctoral Dissertation from the Comparative and International Education Society.

Her work focuses on education and international development, particularly in Latin America, including issues of educational access and equity, critical pedagogy, lifelong learning, education for sustainable development, and the impact of international mobility on global development. She has extensive teaching experience across themes of education and globalisation, gender and international development, and qualitative research methods.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

My PhD project is in Education (University of Warwick, UK), and I hold an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

My research lies broadly within the field of International Higher Education and Development, and I also have experience of different areas of Education Studies. I am particularly interested in studying patterns of global mobility and knowledge exchange, interactions between education, conflict and reconstruction, and the role of higher education in recovery in conflict settings.

I have teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications
Peer-Reviewed Publications

Akkad, A. (Forthcoming) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Henderson, F. E. & Akkad, A. (In progress) “The role of supervisors in the pre-application stage of doctoral admissions”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (in progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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.

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.

Lorena is a Postdoctoral Researcher for the International Student Mobility and World Development project.

Lorena holds a BA in English (Universidad Autónoma de Tamaulipas, Mexico), a joint MA in Lifelong Learning: Policy and Management (University College London, UK and Universidad de Deusto, Spain), and a PhD in Education and International Development (University College London, UK).

Her doctoral research explored the role and meaning of literacy in the context of an Indigenous language education programme for adults in Mexico. In 2022, she received the Gail P. Kelly Award for Outstanding Doctoral Dissertation from the Comparative and International Education Society.

Her work focuses on education and international development, particularly in Latin America, including issues of educational access and equity, critical pedagogy, lifelong learning, education for sustainable development, and the impact of international mobility on global development. She has extensive teaching experience across themes of education and globalisation, gender and international development, and qualitative research methods.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

My PhD project is in Education (University of Warwick, UK), and I hold an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

My research lies broadly within the field of International Higher Education and Development, and I also have experience of different areas of Education Studies. I am particularly interested in studying patterns of global mobility and knowledge exchange, interactions between education, conflict and reconstruction, and the role of higher education in recovery in conflict settings.

I have teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications
Peer-Reviewed Publications

Akkad, A. (Forthcoming) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Henderson, F. E. & Akkad, A. (In progress) “The role of supervisors in the pre-application stage of doctoral admissions”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (in progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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.

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.

Lorena is a Postdoctoral Researcher for the International Student Mobility and World Development project.

Lorena holds a BA in English (Universidad Autónoma de Tamaulipas, Mexico), a joint MA in Lifelong Learning: Policy and Management (University College London, UK and Universidad de Deusto, Spain), and a PhD in Education and International Development (University College London, UK).

Her doctoral research explored the role and meaning of literacy in the context of an Indigenous language education programme for adults in Mexico. In 2022, she received the Gail P. Kelly Award for Outstanding Doctoral Dissertation from the Comparative and International Education Society.

Her work focuses on education and international development, particularly in Latin America, including issues of educational access and equity, critical pedagogy, lifelong learning, education for sustainable development, and the impact of international mobility on global development. She has extensive teaching experience across themes of education and globalisation, gender and international development, and qualitative research methods.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

My PhD project is in Education (University of Warwick, UK), and I hold an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

My research lies broadly within the field of International Higher Education and Development, and I also have experience of different areas of Education Studies. I am particularly interested in studying patterns of global mobility and knowledge exchange, interactions between education, conflict and reconstruction, and the role of higher education in recovery in conflict settings.

I have teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications
Peer-Reviewed Publications

Akkad, A. (Forthcoming) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Henderson, F. E. & Akkad, A. (In progress) “The role of supervisors in the pre-application stage of doctoral admissions”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (in progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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.

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.

Lorena is a Postdoctoral Researcher for the International Student Mobility and World Development project.

Lorena holds a BA in English (Universidad Autónoma de Tamaulipas, Mexico), a joint MA in Lifelong Learning: Policy and Management (University College London, UK and Universidad de Deusto, Spain), and a PhD in Education and International Development (University College London, UK).

Her doctoral research explored the role and meaning of literacy in the context of an Indigenous language education programme for adults in Mexico. In 2022, she received the Gail P. Kelly Award for Outstanding Doctoral Dissertation from the Comparative and International Education Society.

Her work focuses on education and international development, particularly in Latin America, including issues of educational access and equity, critical pedagogy, lifelong learning, education for sustainable development, and the impact of international mobility on global development. She has extensive teaching experience across themes of education and globalisation, gender and international development, and qualitative research methods.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

My PhD project is in Education (University of Warwick, UK), and I hold an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

My research lies broadly within the field of International Higher Education and Development, and I also have experience of different areas of Education Studies. I am particularly interested in studying patterns of global mobility and knowledge exchange, interactions between education, conflict and reconstruction, and the role of higher education in recovery in conflict settings.

I have teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications
Peer-Reviewed Publications

Akkad, A. (Forthcoming) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Henderson, F. E. & Akkad, A. (In progress) “The role of supervisors in the pre-application stage of doctoral admissions”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (in progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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.

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.

Lorena is a Postdoctoral Researcher for the International Student Mobility and World Development project.

Lorena holds a BA in English (Universidad Autónoma de Tamaulipas, Mexico), a joint MA in Lifelong Learning: Policy and Management (University College London, UK and Universidad de Deusto, Spain), and a PhD in Education and International Development (University College London, UK).

Her doctoral research explored the role and meaning of literacy in the context of an Indigenous language education programme for adults in Mexico. In 2022, she received the Gail P. Kelly Award for Outstanding Doctoral Dissertation from the Comparative and International Education Society.

Her work focuses on education and international development, particularly in Latin America, including issues of educational access and equity, critical pedagogy, lifelong learning, education for sustainable development, and the impact of international mobility on global development. She has extensive teaching experience across themes of education and globalisation, gender and international development, and qualitative research methods.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

My PhD project is in Education (University of Warwick, UK), and I hold an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

My research lies broadly within the field of International Higher Education and Development, and I also have experience of different areas of Education Studies. I am particularly interested in studying patterns of global mobility and knowledge exchange, interactions between education, conflict and reconstruction, and the role of higher education in recovery in conflict settings.

I have teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications
Peer-Reviewed Publications

Akkad, A. (Forthcoming) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Henderson, F. E. & Akkad, A. (In progress) “The role of supervisors in the pre-application stage of doctoral admissions”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (in progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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.

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.

Lorena is a Postdoctoral Researcher for the International Student Mobility and World Development project.

Lorena holds a BA in English (Universidad Autónoma de Tamaulipas, Mexico), a joint MA in Lifelong Learning: Policy and Management (University College London, UK and Universidad de Deusto, Spain), and a PhD in Education and International Development (University College London, UK).

Her doctoral research explored the role and meaning of literacy in the context of an Indigenous language education programme for adults in Mexico. In 2022, she received the Gail P. Kelly Award for Outstanding Doctoral Dissertation from the Comparative and International Education Society.

Her work focuses on education and international development, particularly in Latin America, including issues of educational access and equity, critical pedagogy, lifelong learning, education for sustainable development, and the impact of international mobility on global development. She has extensive teaching experience across themes of education and globalisation, gender and international development, and qualitative research methods.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

My PhD project is in Education (University of Warwick, UK), and I hold an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

My research lies broadly within the field of International Higher Education and Development, and I also have experience of different areas of Education Studies. I am particularly interested in studying patterns of global mobility and knowledge exchange, interactions between education, conflict and reconstruction, and the role of higher education in recovery in conflict settings.

I have teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications
Peer-Reviewed Publications

Akkad, A. (Forthcoming) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Henderson, F. E. & Akkad, A. (In progress) “The role of supervisors in the pre-application stage of doctoral admissions”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (in progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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.

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.

Lorena is a Postdoctoral Researcher for the International Student Mobility and World Development project.

Lorena holds a BA in English (Universidad Autónoma de Tamaulipas, Mexico), a joint MA in Lifelong Learning: Policy and Management (University College London, UK and Universidad de Deusto, Spain), and a PhD in Education and International Development (University College London, UK).

Her doctoral research explored the role and meaning of literacy in the context of an Indigenous language education programme for adults in Mexico. In 2022, she received the Gail P. Kelly Award for Outstanding Doctoral Dissertation from the Comparative and International Education Society.

Her work focuses on education and international development, particularly in Latin America, including issues of educational access and equity, critical pedagogy, lifelong learning, education for sustainable development, and the impact of international mobility on global development. She has extensive teaching experience across themes of education and globalisation, gender and international development, and qualitative research methods.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

My PhD project is in Education (University of Warwick, UK), and I hold an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

My research lies broadly within the field of International Higher Education and Development, and I also have experience of different areas of Education Studies. I am particularly interested in studying patterns of global mobility and knowledge exchange, interactions between education, conflict and reconstruction, and the role of higher education in recovery in conflict settings.

I have teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications
Peer-Reviewed Publications

Akkad, A. (Forthcoming) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Henderson, F. E. & Akkad, A. (In progress) “The role of supervisors in the pre-application stage of doctoral admissions”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (in progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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.

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.

Lorena is a Postdoctoral Researcher for the International Student Mobility and World Development project.

Lorena holds a BA in English (Universidad Autónoma de Tamaulipas, Mexico), a joint MA in Lifelong Learning: Policy and Management (University College London, UK and Universidad de Deusto, Spain), and a PhD in Education and International Development (University College London, UK).

Her doctoral research explored the role and meaning of literacy in the context of an Indigenous language education programme for adults in Mexico. In 2022, she received the Gail P. Kelly Award for Outstanding Doctoral Dissertation from the Comparative and International Education Society.

Her work focuses on education and international development, particularly in Latin America, including issues of educational access and equity, critical pedagogy, lifelong learning, education for sustainable development, and the impact of international mobility on global development. She has extensive teaching experience across themes of education and globalisation, gender and international development, and qualitative research methods.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

My PhD project is in Education (University of Warwick, UK), and I hold an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

My research lies broadly within the field of International Higher Education and Development, and I also have experience of different areas of Education Studies. I am particularly interested in studying patterns of global mobility and knowledge exchange, interactions between education, conflict and reconstruction, and the role of higher education in recovery in conflict settings.

I have teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications
Peer-Reviewed Publications

Akkad, A. (Forthcoming) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Henderson, F. E. & Akkad, A. (In progress) “The role of supervisors in the pre-application stage of doctoral admissions”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (in progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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.

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.

Lorena is a Postdoctoral Researcher for the International Student Mobility and World Development project.

Lorena holds a BA in English (Universidad Autónoma de Tamaulipas, Mexico), a joint MA in Lifelong Learning: Policy and Management (University College London, UK and Universidad de Deusto, Spain), and a PhD in Education and International Development (University College London, UK).

Her doctoral research explored the role and meaning of literacy in the context of an Indigenous language education programme for adults in Mexico. In 2022, she received the Gail P. Kelly Award for Outstanding Doctoral Dissertation from the Comparative and International Education Society.

Her work focuses on education and international development, particularly in Latin America, including issues of educational access and equity, critical pedagogy, lifelong learning, education for sustainable development, and the impact of international mobility on global development. She has extensive teaching experience across themes of education and globalisation, gender and international development, and qualitative research methods.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
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  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
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  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
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Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See