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Steve is Associate Professor of Teacher Education. He is subject lead for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln. He leads the interdisciplinary Education and Training for the Climate (ETC) Hub at Oxford.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and a DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a qualified Mountain Leader and rock climbing instructor, and Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, work that is developing through three progress reports on Geographical Education: (I) fields, interactions and relationships; (II) anti-racist, decolonial futures; (III) climate change education (forthcoming). His research has been funded by the GCRF, ESRC, AHRC, ICHR, Nuffield Foundation, Leverhulme Trust, Newton Fund, British Council, and PESGB. Recent collaborations include: Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune; the role of cultural heritage in curriculum making in Kolkata (GCRF); and the Smart Cities Network for Sustainable Urban Future project (ESRC / Newton Fund) which was shortlisted for the Newton Prize (India).

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’ which was shortlisted for the Vice-Chancellor’s teaching awards. These ideas are taken further in the context of school geography through his (2024) book: The Geography Teaching Adventure: reclaiming exploration to inspire curriculum and pedagogy.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

David Mills is an Associate Professor and Director of the Centre for Global Higher Education (CGHE).

His current research focuses on the political economy of the global science system, and its impact on institutional research and publishing cultures in African universities. His most recent book is ‘Who Counts: Ghanaian Academic Publishing and Global Science’, co-written with colleagues from the University of Ghana and Oxford, and available open access from African Minds:  https://www.africanminds.co.za/who-counts/

Trained in Anthropology, and with inter-disciplinary research interests, David uses ethnographic methods to study the inequalities created by global higher education. He is particularly interested in African university research cultures and the role of diamond Open Access scholarly journals within knowledge ecosystems.

He welcomes enquiries from potential doctoral students interested in studying African Higher Education, as well as research and publishing cultures.

Alis Oancea is Professor of Philosophy of Education and Research Policy and specialises in meta-research. She is also Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation and coordinator of the Department’s Policy, Economy and Society Research Theme.

Alis studies research practice, policy and governance, higher education and philosophy of research – including research and innovation ecosystems, responsible research and innovation, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities. Contributions to the integration and development of the field of meta-research include the collaborative production of the Handbook of Meta-Research (2024). This strand of work is complemented with a strong interest in teacher education research, knowledge and values in education, and the role of research in education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; and is Doctor Honoris Causa (Socialium Scientiarium) of the University of the West, Timisoara. She is a Fellow of the Academy of Social Sciences.

She currently leads a four-year ESRC/ CGHE research-on-research project  of international scale, co-leads the Responsible Knowledge Exchange, Engagement and Impact project, is CI on a Research Culture project focused on contributorship and authorship, and Chief Editorial Advisor of Routledge Open Research (Education). She is Research Coordinator in Kellogg College, Oxford, and Deputy Director of the ongoing ESRC CGHE Centre for Global Higher Education (2024-2029).

Past leadership roles have included Director of Research and REF 2021 coordinator in the Department (2016-20) and Deputy Director for Research before that, as well as Senior Academic Advisor on Impact, University of Oxford. She was Executive Council member and trustee of the British Educational Research Association Council member of the European Educational Research Association.

SELECTED PROFESSIONAL ACTIVITIES

University leadership:

  • Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation, University of Oxford
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Research Practice Group member, University of Oxford
  • Pro-Proctor, University of Oxford (2017-18)
  • Research Theme Coordinator,  Policy, Economy and Society (currently, also 2014-16)
  • Director of ESRC CGHE Centre for Global Higher Education (2024-2029) and member of Research Management Committee, ESRC Centre for Global Higher Education (2019-24)
  • Research Group co-lead, Philosophy, Religion and Education, Oxford
  • Research Coordinator, Kellogg College, Oxford
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)

 

Policy and funder reviews and expert groups:

 

Research(er) evaluation panels:

  • Chair, Education panel, Science and Technology Foundation, Portugal
  • Vice-chair of Education panel, Academy of Finland
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
  • Vice-chair, multiple Horizon Europe funding calls
  • Member of steering panel, research centres competition, ESRC
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • External Examiner, MSc Science and Technology Policy (Sussex)
  • Institutional reviews at University of Leuven, Belgium, University of Hong Kong
  • Recruitment panels in different universities

 

Editorship:

  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Joint Editor, Oxford Review of Education
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of BERA’s ‘Research Intelligence’ (2010-12)
  • Editorial board member: Review of Education; Educational Theory (review board), Journal of Educational Sciences

 

Learned societies:

  • Fellow of the Academy of Social Sciences, UK
  • Fellow of the Higher Education Academy, UK
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member, European Educational Research Association (2011-12)
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Convenor, Philosophy of Education Society of Great Britain, Oxford Branch
  • Member of BERA’s Academic Publications Committee
  • Member of the Research and International Forum of UCET (ongoing)

 

Susan is an Honorary Research Fellow and former Deputy Director of the department.

Susan completed a B.Ed at  Queensland University of Technology (QUT), Australia, and read for a MSc in Comparative and International Education and a DPhil in Education at the University of Oxford. Susan’s entire career has been in education in various forms: she taught in secondary schools in Australia and England before starting her academic career.

Susan’s research interests are in the following areas:

  • Technical and vocational education and training policy
  • Vocational excellence
  • Apprenticeship
  • Work based and professional learning
  • Quality and esteem in FE
  • Territory landscape
  • Skills economy

Professor Ewart Keep holds the chair in Education, Training and Skills at the Department of Education, Oxford University.

He was one of the founders and a director of the Centre on Skills, Knowledge & Organisational Performance (SKOPE). SKOPE was funded by the ESRC for the first 15 years of its life. Before coming to Oxford, he worked for 21 years in Warwick Business School, and then at the School of Social Sciences, Cardiff University. He has been at Oxford since 2013.

His first degree was in Modern History, Economic History and Politics (Royal Holloway College, University of London) and his PhD is in Industrial relations (University of Warwick). He has researched and written on apprenticeships, personnel management in schools and HE, HE policy more generally, the relationship between skills and economic performance, managerial attitudes towards investing in skills, qualifications reform, the youth labour market, adult and lifelong learning, and skills policy formation and enactment across the four UK nations. He is currently managing an ESRC-funded project on NEETs (those not in education, employment or training) in the UK, as part of a wider European project on NEETs.

He has served on major committees of the Scottish Funding Council, Higher Education Funding Council for England, and the Higher Education Funding Council for Wales, as well as advising HM Treasury, DBIS, DfE, the No.10 Policy Unit, the Cabinet Office, the UK Commission on Employment and Skills, the Scottish, Welsh, New South Wales, Queensland and New Zealand governments, the NAO, the OECD, and various professional bodies and think tanks (including Demos and IPPR). He also acted as an advisor to a Government Office for Science (Foresight) project on adult learning and the changing labour market, and was a member of the Greater London Authority’s task and finish group on the skills strategy for London. He is currently a member of the Scottish Government’s Labour Market Strategy Group.

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford where she leads a flagship master’s course in Comparative and International Education. She convenes the Comparative and International Education Research Group at the Department of Education.

Within comparative and international education, Maia Chankseliani works at the intersection of tertiary education and development. She researches societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies.

Methodologically, she utilises both qualitative and quantitative methods. Her work often combines secondary data analysis with insights gathered through semi-structured interviews and contextualised case studies.

Maia Chankseliani has published four books in the field of comparative and international education: What Happened to the Soviet University? (2022), Building Research Capacity at Universities: Insights from Post-Soviet Countries (2022), Comparing Post-Socialist Transformations: Purposes, Policies, and Practices in Education (2018), and Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice (2013).

She currently leads a major research project examining the impact of international mobility on world development (funded by the U.S. Department of State). Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, British Council, World Bank, Qatar Foundation, the European Commission.

With a background in education research, teaching, policy-making, leadership, and consultancy, Maia Chankseliani brings to her role extensive experience in diverse international settings. This breadth of experience informs her research and enables her to bridge theory and practice.

Maia Chankseliani engages with governments and gives academic and policy-relevant talks nationally and internationally. Her research regularly features in national and international media.

She holds a BA in Philology from Tbilisi State University (Georgia), an Ed. M in International Education Policy from Harvard University (USA), and a PhD in Education from the University of Cambridge (UK).

Maia Chankseliani serves as the Editor-in-Chief of the International Journal of Educational Research.

Nigel is Associate Professor of Education and Values. His research encompasses belief and values-based questions across education and research, including:

  • Religions, beliefs and secularities
  • Laws human rights and courts
  • Education and professional ethics
  • Educational research ethics

He teaches across several courses, particularly on beliefs & values, philosophies of education and research, and qualitative and mixed methodologies.

Current professional associations: Association of University Lecturers in Religion and Education; British Education Research Association; European Association of Research in Learning and Instruction; International Seminar for Religious Education and Values; Philosophy of Education (Great Britain) Society.

He is on the editorial board of Religionspädagogik in pluraler Gesellschaft, and regularly reviews for: British Journal of Religious Education, Journal of Beliefs and Values, Journal of Contemporary Religion, Oxford Review of Education, Religion, and Teachers and Teacher Education.

Advisory & consultancy: Nigel has been external advisor on research projects across Europe. He welcomes consultancy work with schools, educational organisations and governments, and has carried out projects around the world, notably in Bhutan, India and Lebanon.

Steve is Associate Professor of Teacher Education. He is subject lead for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln. He leads the interdisciplinary Education and Training for the Climate (ETC) Hub at Oxford.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and a DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a qualified Mountain Leader and rock climbing instructor, and Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, work that is developing through three progress reports on Geographical Education: (I) fields, interactions and relationships; (II) anti-racist, decolonial futures; (III) climate change education (forthcoming). His research has been funded by the GCRF, ESRC, AHRC, ICHR, Nuffield Foundation, Leverhulme Trust, Newton Fund, British Council, and PESGB. Recent collaborations include: Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune; the role of cultural heritage in curriculum making in Kolkata (GCRF); and the Smart Cities Network for Sustainable Urban Future project (ESRC / Newton Fund) which was shortlisted for the Newton Prize (India).

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’ which was shortlisted for the Vice-Chancellor’s teaching awards. These ideas are taken further in the context of school geography through his (2024) book: The Geography Teaching Adventure: reclaiming exploration to inspire curriculum and pedagogy.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

David Mills is an Associate Professor and Director of the Centre for Global Higher Education (CGHE).

His current research focuses on the political economy of the global science system, and its impact on institutional research and publishing cultures in African universities. His most recent book is ‘Who Counts: Ghanaian Academic Publishing and Global Science’, co-written with colleagues from the University of Ghana and Oxford, and available open access from African Minds:  https://www.africanminds.co.za/who-counts/

Trained in Anthropology, and with inter-disciplinary research interests, David uses ethnographic methods to study the inequalities created by global higher education. He is particularly interested in African university research cultures and the role of diamond Open Access scholarly journals within knowledge ecosystems.

He welcomes enquiries from potential doctoral students interested in studying African Higher Education, as well as research and publishing cultures.

Alis Oancea is Professor of Philosophy of Education and Research Policy and specialises in meta-research. She is also Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation and coordinator of the Department’s Policy, Economy and Society Research Theme.

Alis studies research practice, policy and governance, higher education and philosophy of research – including research and innovation ecosystems, responsible research and innovation, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities. Contributions to the integration and development of the field of meta-research include the collaborative production of the Handbook of Meta-Research (2024). This strand of work is complemented with a strong interest in teacher education research, knowledge and values in education, and the role of research in education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; and is Doctor Honoris Causa (Socialium Scientiarium) of the University of the West, Timisoara. She is a Fellow of the Academy of Social Sciences.

She currently leads a four-year ESRC/ CGHE research-on-research project  of international scale, co-leads the Responsible Knowledge Exchange, Engagement and Impact project, is CI on a Research Culture project focused on contributorship and authorship, and Chief Editorial Advisor of Routledge Open Research (Education). She is Research Coordinator in Kellogg College, Oxford, and Deputy Director of the ongoing ESRC CGHE Centre for Global Higher Education (2024-2029).

Past leadership roles have included Director of Research and REF 2021 coordinator in the Department (2016-20) and Deputy Director for Research before that, as well as Senior Academic Advisor on Impact, University of Oxford. She was Executive Council member and trustee of the British Educational Research Association Council member of the European Educational Research Association.

SELECTED PROFESSIONAL ACTIVITIES

University leadership:

  • Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation, University of Oxford
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Research Practice Group member, University of Oxford
  • Pro-Proctor, University of Oxford (2017-18)
  • Research Theme Coordinator,  Policy, Economy and Society (currently, also 2014-16)
  • Director of ESRC CGHE Centre for Global Higher Education (2024-2029) and member of Research Management Committee, ESRC Centre for Global Higher Education (2019-24)
  • Research Group co-lead, Philosophy, Religion and Education, Oxford
  • Research Coordinator, Kellogg College, Oxford
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)

 

Policy and funder reviews and expert groups:

 

Research(er) evaluation panels:

  • Chair, Education panel, Science and Technology Foundation, Portugal
  • Vice-chair of Education panel, Academy of Finland
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
  • Vice-chair, multiple Horizon Europe funding calls
  • Member of steering panel, research centres competition, ESRC
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • External Examiner, MSc Science and Technology Policy (Sussex)
  • Institutional reviews at University of Leuven, Belgium, University of Hong Kong
  • Recruitment panels in different universities

 

Editorship:

  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Joint Editor, Oxford Review of Education
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of BERA’s ‘Research Intelligence’ (2010-12)
  • Editorial board member: Review of Education; Educational Theory (review board), Journal of Educational Sciences

 

Learned societies:

  • Fellow of the Academy of Social Sciences, UK
  • Fellow of the Higher Education Academy, UK
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member, European Educational Research Association (2011-12)
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Convenor, Philosophy of Education Society of Great Britain, Oxford Branch
  • Member of BERA’s Academic Publications Committee
  • Member of the Research and International Forum of UCET (ongoing)

 

Susan is an Honorary Research Fellow and former Deputy Director of the department.

Susan completed a B.Ed at  Queensland University of Technology (QUT), Australia, and read for a MSc in Comparative and International Education and a DPhil in Education at the University of Oxford. Susan’s entire career has been in education in various forms: she taught in secondary schools in Australia and England before starting her academic career.

Susan’s research interests are in the following areas:

  • Technical and vocational education and training policy
  • Vocational excellence
  • Apprenticeship
  • Work based and professional learning
  • Quality and esteem in FE
  • Territory landscape
  • Skills economy

Professor Ewart Keep holds the chair in Education, Training and Skills at the Department of Education, Oxford University.

He was one of the founders and a director of the Centre on Skills, Knowledge & Organisational Performance (SKOPE). SKOPE was funded by the ESRC for the first 15 years of its life. Before coming to Oxford, he worked for 21 years in Warwick Business School, and then at the School of Social Sciences, Cardiff University. He has been at Oxford since 2013.

His first degree was in Modern History, Economic History and Politics (Royal Holloway College, University of London) and his PhD is in Industrial relations (University of Warwick). He has researched and written on apprenticeships, personnel management in schools and HE, HE policy more generally, the relationship between skills and economic performance, managerial attitudes towards investing in skills, qualifications reform, the youth labour market, adult and lifelong learning, and skills policy formation and enactment across the four UK nations. He is currently managing an ESRC-funded project on NEETs (those not in education, employment or training) in the UK, as part of a wider European project on NEETs.

He has served on major committees of the Scottish Funding Council, Higher Education Funding Council for England, and the Higher Education Funding Council for Wales, as well as advising HM Treasury, DBIS, DfE, the No.10 Policy Unit, the Cabinet Office, the UK Commission on Employment and Skills, the Scottish, Welsh, New South Wales, Queensland and New Zealand governments, the NAO, the OECD, and various professional bodies and think tanks (including Demos and IPPR). He also acted as an advisor to a Government Office for Science (Foresight) project on adult learning and the changing labour market, and was a member of the Greater London Authority’s task and finish group on the skills strategy for London. He is currently a member of the Scottish Government’s Labour Market Strategy Group.

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford where she leads a flagship master’s course in Comparative and International Education. She convenes the Comparative and International Education Research Group at the Department of Education.

Within comparative and international education, Maia Chankseliani works at the intersection of tertiary education and development. She researches societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies.

Methodologically, she utilises both qualitative and quantitative methods. Her work often combines secondary data analysis with insights gathered through semi-structured interviews and contextualised case studies.

Maia Chankseliani has published four books in the field of comparative and international education: What Happened to the Soviet University? (2022), Building Research Capacity at Universities: Insights from Post-Soviet Countries (2022), Comparing Post-Socialist Transformations: Purposes, Policies, and Practices in Education (2018), and Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice (2013).

She currently leads a major research project examining the impact of international mobility on world development (funded by the U.S. Department of State). Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, British Council, World Bank, Qatar Foundation, the European Commission.

With a background in education research, teaching, policy-making, leadership, and consultancy, Maia Chankseliani brings to her role extensive experience in diverse international settings. This breadth of experience informs her research and enables her to bridge theory and practice.

Maia Chankseliani engages with governments and gives academic and policy-relevant talks nationally and internationally. Her research regularly features in national and international media.

She holds a BA in Philology from Tbilisi State University (Georgia), an Ed. M in International Education Policy from Harvard University (USA), and a PhD in Education from the University of Cambridge (UK).

Maia Chankseliani serves as the Editor-in-Chief of the International Journal of Educational Research.

Nigel is Associate Professor of Education and Values. His research encompasses belief and values-based questions across education and research, including:

  • Religions, beliefs and secularities
  • Laws human rights and courts
  • Education and professional ethics
  • Educational research ethics

He teaches across several courses, particularly on beliefs & values, philosophies of education and research, and qualitative and mixed methodologies.

Current professional associations: Association of University Lecturers in Religion and Education; British Education Research Association; European Association of Research in Learning and Instruction; International Seminar for Religious Education and Values; Philosophy of Education (Great Britain) Society.

He is on the editorial board of Religionspädagogik in pluraler Gesellschaft, and regularly reviews for: British Journal of Religious Education, Journal of Beliefs and Values, Journal of Contemporary Religion, Oxford Review of Education, Religion, and Teachers and Teacher Education.

Advisory & consultancy: Nigel has been external advisor on research projects across Europe. He welcomes consultancy work with schools, educational organisations and governments, and has carried out projects around the world, notably in Bhutan, India and Lebanon.

Steve is Associate Professor of Teacher Education. He is subject lead for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln. He leads the interdisciplinary Education and Training for the Climate (ETC) Hub at Oxford.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and a DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a qualified Mountain Leader and rock climbing instructor, and Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, work that is developing through three progress reports on Geographical Education: (I) fields, interactions and relationships; (II) anti-racist, decolonial futures; (III) climate change education (forthcoming). His research has been funded by the GCRF, ESRC, AHRC, ICHR, Nuffield Foundation, Leverhulme Trust, Newton Fund, British Council, and PESGB. Recent collaborations include: Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune; the role of cultural heritage in curriculum making in Kolkata (GCRF); and the Smart Cities Network for Sustainable Urban Future project (ESRC / Newton Fund) which was shortlisted for the Newton Prize (India).

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’ which was shortlisted for the Vice-Chancellor’s teaching awards. These ideas are taken further in the context of school geography through his (2024) book: The Geography Teaching Adventure: reclaiming exploration to inspire curriculum and pedagogy.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

David Mills is an Associate Professor and Director of the Centre for Global Higher Education (CGHE).

His current research focuses on the political economy of the global science system, and its impact on institutional research and publishing cultures in African universities. His most recent book is ‘Who Counts: Ghanaian Academic Publishing and Global Science’, co-written with colleagues from the University of Ghana and Oxford, and available open access from African Minds:  https://www.africanminds.co.za/who-counts/

Trained in Anthropology, and with inter-disciplinary research interests, David uses ethnographic methods to study the inequalities created by global higher education. He is particularly interested in African university research cultures and the role of diamond Open Access scholarly journals within knowledge ecosystems.

He welcomes enquiries from potential doctoral students interested in studying African Higher Education, as well as research and publishing cultures.

Alis Oancea is Professor of Philosophy of Education and Research Policy and specialises in meta-research. She is also Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation and coordinator of the Department’s Policy, Economy and Society Research Theme.

Alis studies research practice, policy and governance, higher education and philosophy of research – including research and innovation ecosystems, responsible research and innovation, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities. Contributions to the integration and development of the field of meta-research include the collaborative production of the Handbook of Meta-Research (2024). This strand of work is complemented with a strong interest in teacher education research, knowledge and values in education, and the role of research in education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; and is Doctor Honoris Causa (Socialium Scientiarium) of the University of the West, Timisoara. She is a Fellow of the Academy of Social Sciences.

She currently leads a four-year ESRC/ CGHE research-on-research project  of international scale, co-leads the Responsible Knowledge Exchange, Engagement and Impact project, is CI on a Research Culture project focused on contributorship and authorship, and Chief Editorial Advisor of Routledge Open Research (Education). She is Research Coordinator in Kellogg College, Oxford, and Deputy Director of the ongoing ESRC CGHE Centre for Global Higher Education (2024-2029).

Past leadership roles have included Director of Research and REF 2021 coordinator in the Department (2016-20) and Deputy Director for Research before that, as well as Senior Academic Advisor on Impact, University of Oxford. She was Executive Council member and trustee of the British Educational Research Association Council member of the European Educational Research Association.

SELECTED PROFESSIONAL ACTIVITIES

University leadership:

  • Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation, University of Oxford
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Research Practice Group member, University of Oxford
  • Pro-Proctor, University of Oxford (2017-18)
  • Research Theme Coordinator,  Policy, Economy and Society (currently, also 2014-16)
  • Director of ESRC CGHE Centre for Global Higher Education (2024-2029) and member of Research Management Committee, ESRC Centre for Global Higher Education (2019-24)
  • Research Group co-lead, Philosophy, Religion and Education, Oxford
  • Research Coordinator, Kellogg College, Oxford
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)

 

Policy and funder reviews and expert groups:

 

Research(er) evaluation panels:

  • Chair, Education panel, Science and Technology Foundation, Portugal
  • Vice-chair of Education panel, Academy of Finland
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
  • Vice-chair, multiple Horizon Europe funding calls
  • Member of steering panel, research centres competition, ESRC
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • External Examiner, MSc Science and Technology Policy (Sussex)
  • Institutional reviews at University of Leuven, Belgium, University of Hong Kong
  • Recruitment panels in different universities

 

Editorship:

  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Joint Editor, Oxford Review of Education
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of BERA’s ‘Research Intelligence’ (2010-12)
  • Editorial board member: Review of Education; Educational Theory (review board), Journal of Educational Sciences

 

Learned societies:

  • Fellow of the Academy of Social Sciences, UK
  • Fellow of the Higher Education Academy, UK
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member, European Educational Research Association (2011-12)
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Convenor, Philosophy of Education Society of Great Britain, Oxford Branch
  • Member of BERA’s Academic Publications Committee
  • Member of the Research and International Forum of UCET (ongoing)

 

Susan is an Honorary Research Fellow and former Deputy Director of the department.

Susan completed a B.Ed at  Queensland University of Technology (QUT), Australia, and read for a MSc in Comparative and International Education and a DPhil in Education at the University of Oxford. Susan’s entire career has been in education in various forms: she taught in secondary schools in Australia and England before starting her academic career.

Susan’s research interests are in the following areas:

  • Technical and vocational education and training policy
  • Vocational excellence
  • Apprenticeship
  • Work based and professional learning
  • Quality and esteem in FE
  • Territory landscape
  • Skills economy

Professor Ewart Keep holds the chair in Education, Training and Skills at the Department of Education, Oxford University.

He was one of the founders and a director of the Centre on Skills, Knowledge & Organisational Performance (SKOPE). SKOPE was funded by the ESRC for the first 15 years of its life. Before coming to Oxford, he worked for 21 years in Warwick Business School, and then at the School of Social Sciences, Cardiff University. He has been at Oxford since 2013.

His first degree was in Modern History, Economic History and Politics (Royal Holloway College, University of London) and his PhD is in Industrial relations (University of Warwick). He has researched and written on apprenticeships, personnel management in schools and HE, HE policy more generally, the relationship between skills and economic performance, managerial attitudes towards investing in skills, qualifications reform, the youth labour market, adult and lifelong learning, and skills policy formation and enactment across the four UK nations. He is currently managing an ESRC-funded project on NEETs (those not in education, employment or training) in the UK, as part of a wider European project on NEETs.

He has served on major committees of the Scottish Funding Council, Higher Education Funding Council for England, and the Higher Education Funding Council for Wales, as well as advising HM Treasury, DBIS, DfE, the No.10 Policy Unit, the Cabinet Office, the UK Commission on Employment and Skills, the Scottish, Welsh, New South Wales, Queensland and New Zealand governments, the NAO, the OECD, and various professional bodies and think tanks (including Demos and IPPR). He also acted as an advisor to a Government Office for Science (Foresight) project on adult learning and the changing labour market, and was a member of the Greater London Authority’s task and finish group on the skills strategy for London. He is currently a member of the Scottish Government’s Labour Market Strategy Group.

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford where she leads a flagship master’s course in Comparative and International Education. She convenes the Comparative and International Education Research Group at the Department of Education.

Within comparative and international education, Maia Chankseliani works at the intersection of tertiary education and development. She researches societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies.

Methodologically, she utilises both qualitative and quantitative methods. Her work often combines secondary data analysis with insights gathered through semi-structured interviews and contextualised case studies.

Maia Chankseliani has published four books in the field of comparative and international education: What Happened to the Soviet University? (2022), Building Research Capacity at Universities: Insights from Post-Soviet Countries (2022), Comparing Post-Socialist Transformations: Purposes, Policies, and Practices in Education (2018), and Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice (2013).

She currently leads a major research project examining the impact of international mobility on world development (funded by the U.S. Department of State). Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, British Council, World Bank, Qatar Foundation, the European Commission.

With a background in education research, teaching, policy-making, leadership, and consultancy, Maia Chankseliani brings to her role extensive experience in diverse international settings. This breadth of experience informs her research and enables her to bridge theory and practice.

Maia Chankseliani engages with governments and gives academic and policy-relevant talks nationally and internationally. Her research regularly features in national and international media.

She holds a BA in Philology from Tbilisi State University (Georgia), an Ed. M in International Education Policy from Harvard University (USA), and a PhD in Education from the University of Cambridge (UK).

Maia Chankseliani serves as the Editor-in-Chief of the International Journal of Educational Research.

Nigel is Associate Professor of Education and Values. His research encompasses belief and values-based questions across education and research, including:

  • Religions, beliefs and secularities
  • Laws human rights and courts
  • Education and professional ethics
  • Educational research ethics

He teaches across several courses, particularly on beliefs & values, philosophies of education and research, and qualitative and mixed methodologies.

Current professional associations: Association of University Lecturers in Religion and Education; British Education Research Association; European Association of Research in Learning and Instruction; International Seminar for Religious Education and Values; Philosophy of Education (Great Britain) Society.

He is on the editorial board of Religionspädagogik in pluraler Gesellschaft, and regularly reviews for: British Journal of Religious Education, Journal of Beliefs and Values, Journal of Contemporary Religion, Oxford Review of Education, Religion, and Teachers and Teacher Education.

Advisory & consultancy: Nigel has been external advisor on research projects across Europe. He welcomes consultancy work with schools, educational organisations and governments, and has carried out projects around the world, notably in Bhutan, India and Lebanon.

Steve is Associate Professor of Teacher Education. He is subject lead for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln. He leads the interdisciplinary Education and Training for the Climate (ETC) Hub at Oxford.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and a DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a qualified Mountain Leader and rock climbing instructor, and Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, work that is developing through three progress reports on Geographical Education: (I) fields, interactions and relationships; (II) anti-racist, decolonial futures; (III) climate change education (forthcoming). His research has been funded by the GCRF, ESRC, AHRC, ICHR, Nuffield Foundation, Leverhulme Trust, Newton Fund, British Council, and PESGB. Recent collaborations include: Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune; the role of cultural heritage in curriculum making in Kolkata (GCRF); and the Smart Cities Network for Sustainable Urban Future project (ESRC / Newton Fund) which was shortlisted for the Newton Prize (India).

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’ which was shortlisted for the Vice-Chancellor’s teaching awards. These ideas are taken further in the context of school geography through his (2024) book: The Geography Teaching Adventure: reclaiming exploration to inspire curriculum and pedagogy.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

David Mills is an Associate Professor and Director of the Centre for Global Higher Education (CGHE).

His current research focuses on the political economy of the global science system, and its impact on institutional research and publishing cultures in African universities. His most recent book is ‘Who Counts: Ghanaian Academic Publishing and Global Science’, co-written with colleagues from the University of Ghana and Oxford, and available open access from African Minds:  https://www.africanminds.co.za/who-counts/

Trained in Anthropology, and with inter-disciplinary research interests, David uses ethnographic methods to study the inequalities created by global higher education. He is particularly interested in African university research cultures and the role of diamond Open Access scholarly journals within knowledge ecosystems.

He welcomes enquiries from potential doctoral students interested in studying African Higher Education, as well as research and publishing cultures.

Alis Oancea is Professor of Philosophy of Education and Research Policy and specialises in meta-research. She is also Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation and coordinator of the Department’s Policy, Economy and Society Research Theme.

Alis studies research practice, policy and governance, higher education and philosophy of research – including research and innovation ecosystems, responsible research and innovation, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities. Contributions to the integration and development of the field of meta-research include the collaborative production of the Handbook of Meta-Research (2024). This strand of work is complemented with a strong interest in teacher education research, knowledge and values in education, and the role of research in education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; and is Doctor Honoris Causa (Socialium Scientiarium) of the University of the West, Timisoara. She is a Fellow of the Academy of Social Sciences.

She currently leads a four-year ESRC/ CGHE research-on-research project  of international scale, co-leads the Responsible Knowledge Exchange, Engagement and Impact project, is CI on a Research Culture project focused on contributorship and authorship, and Chief Editorial Advisor of Routledge Open Research (Education). She is Research Coordinator in Kellogg College, Oxford, and Deputy Director of the ongoing ESRC CGHE Centre for Global Higher Education (2024-2029).

Past leadership roles have included Director of Research and REF 2021 coordinator in the Department (2016-20) and Deputy Director for Research before that, as well as Senior Academic Advisor on Impact, University of Oxford. She was Executive Council member and trustee of the British Educational Research Association Council member of the European Educational Research Association.

SELECTED PROFESSIONAL ACTIVITIES

University leadership:

  • Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation, University of Oxford
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Research Practice Group member, University of Oxford
  • Pro-Proctor, University of Oxford (2017-18)
  • Research Theme Coordinator,  Policy, Economy and Society (currently, also 2014-16)
  • Director of ESRC CGHE Centre for Global Higher Education (2024-2029) and member of Research Management Committee, ESRC Centre for Global Higher Education (2019-24)
  • Research Group co-lead, Philosophy, Religion and Education, Oxford
  • Research Coordinator, Kellogg College, Oxford
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)

 

Policy and funder reviews and expert groups:

 

Research(er) evaluation panels:

  • Chair, Education panel, Science and Technology Foundation, Portugal
  • Vice-chair of Education panel, Academy of Finland
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
  • Vice-chair, multiple Horizon Europe funding calls
  • Member of steering panel, research centres competition, ESRC
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • External Examiner, MSc Science and Technology Policy (Sussex)
  • Institutional reviews at University of Leuven, Belgium, University of Hong Kong
  • Recruitment panels in different universities

 

Editorship:

  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Joint Editor, Oxford Review of Education
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of BERA’s ‘Research Intelligence’ (2010-12)
  • Editorial board member: Review of Education; Educational Theory (review board), Journal of Educational Sciences

 

Learned societies:

  • Fellow of the Academy of Social Sciences, UK
  • Fellow of the Higher Education Academy, UK
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member, European Educational Research Association (2011-12)
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Convenor, Philosophy of Education Society of Great Britain, Oxford Branch
  • Member of BERA’s Academic Publications Committee
  • Member of the Research and International Forum of UCET (ongoing)

 

Susan is an Honorary Research Fellow and former Deputy Director of the department.

Susan completed a B.Ed at  Queensland University of Technology (QUT), Australia, and read for a MSc in Comparative and International Education and a DPhil in Education at the University of Oxford. Susan’s entire career has been in education in various forms: she taught in secondary schools in Australia and England before starting her academic career.

Susan’s research interests are in the following areas:

  • Technical and vocational education and training policy
  • Vocational excellence
  • Apprenticeship
  • Work based and professional learning
  • Quality and esteem in FE
  • Territory landscape
  • Skills economy

Professor Ewart Keep holds the chair in Education, Training and Skills at the Department of Education, Oxford University.

He was one of the founders and a director of the Centre on Skills, Knowledge & Organisational Performance (SKOPE). SKOPE was funded by the ESRC for the first 15 years of its life. Before coming to Oxford, he worked for 21 years in Warwick Business School, and then at the School of Social Sciences, Cardiff University. He has been at Oxford since 2013.

His first degree was in Modern History, Economic History and Politics (Royal Holloway College, University of London) and his PhD is in Industrial relations (University of Warwick). He has researched and written on apprenticeships, personnel management in schools and HE, HE policy more generally, the relationship between skills and economic performance, managerial attitudes towards investing in skills, qualifications reform, the youth labour market, adult and lifelong learning, and skills policy formation and enactment across the four UK nations. He is currently managing an ESRC-funded project on NEETs (those not in education, employment or training) in the UK, as part of a wider European project on NEETs.

He has served on major committees of the Scottish Funding Council, Higher Education Funding Council for England, and the Higher Education Funding Council for Wales, as well as advising HM Treasury, DBIS, DfE, the No.10 Policy Unit, the Cabinet Office, the UK Commission on Employment and Skills, the Scottish, Welsh, New South Wales, Queensland and New Zealand governments, the NAO, the OECD, and various professional bodies and think tanks (including Demos and IPPR). He also acted as an advisor to a Government Office for Science (Foresight) project on adult learning and the changing labour market, and was a member of the Greater London Authority’s task and finish group on the skills strategy for London. He is currently a member of the Scottish Government’s Labour Market Strategy Group.

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford where she leads a flagship master’s course in Comparative and International Education. She convenes the Comparative and International Education Research Group at the Department of Education.

Within comparative and international education, Maia Chankseliani works at the intersection of tertiary education and development. She researches societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies.

Methodologically, she utilises both qualitative and quantitative methods. Her work often combines secondary data analysis with insights gathered through semi-structured interviews and contextualised case studies.

Maia Chankseliani has published four books in the field of comparative and international education: What Happened to the Soviet University? (2022), Building Research Capacity at Universities: Insights from Post-Soviet Countries (2022), Comparing Post-Socialist Transformations: Purposes, Policies, and Practices in Education (2018), and Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice (2013).

She currently leads a major research project examining the impact of international mobility on world development (funded by the U.S. Department of State). Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, British Council, World Bank, Qatar Foundation, the European Commission.

With a background in education research, teaching, policy-making, leadership, and consultancy, Maia Chankseliani brings to her role extensive experience in diverse international settings. This breadth of experience informs her research and enables her to bridge theory and practice.

Maia Chankseliani engages with governments and gives academic and policy-relevant talks nationally and internationally. Her research regularly features in national and international media.

She holds a BA in Philology from Tbilisi State University (Georgia), an Ed. M in International Education Policy from Harvard University (USA), and a PhD in Education from the University of Cambridge (UK).

Maia Chankseliani serves as the Editor-in-Chief of the International Journal of Educational Research.

Nigel is Associate Professor of Education and Values. His research encompasses belief and values-based questions across education and research, including:

  • Religions, beliefs and secularities
  • Laws human rights and courts
  • Education and professional ethics
  • Educational research ethics

He teaches across several courses, particularly on beliefs & values, philosophies of education and research, and qualitative and mixed methodologies.

Current professional associations: Association of University Lecturers in Religion and Education; British Education Research Association; European Association of Research in Learning and Instruction; International Seminar for Religious Education and Values; Philosophy of Education (Great Britain) Society.

He is on the editorial board of Religionspädagogik in pluraler Gesellschaft, and regularly reviews for: British Journal of Religious Education, Journal of Beliefs and Values, Journal of Contemporary Religion, Oxford Review of Education, Religion, and Teachers and Teacher Education.

Advisory & consultancy: Nigel has been external advisor on research projects across Europe. He welcomes consultancy work with schools, educational organisations and governments, and has carried out projects around the world, notably in Bhutan, India and Lebanon.

Steve is Associate Professor of Teacher Education. He is subject lead for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln. He leads the interdisciplinary Education and Training for the Climate (ETC) Hub at Oxford.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and a DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a qualified Mountain Leader and rock climbing instructor, and Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, work that is developing through three progress reports on Geographical Education: (I) fields, interactions and relationships; (II) anti-racist, decolonial futures; (III) climate change education (forthcoming). His research has been funded by the GCRF, ESRC, AHRC, ICHR, Nuffield Foundation, Leverhulme Trust, Newton Fund, British Council, and PESGB. Recent collaborations include: Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune; the role of cultural heritage in curriculum making in Kolkata (GCRF); and the Smart Cities Network for Sustainable Urban Future project (ESRC / Newton Fund) which was shortlisted for the Newton Prize (India).

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’ which was shortlisted for the Vice-Chancellor’s teaching awards. These ideas are taken further in the context of school geography through his (2024) book: The Geography Teaching Adventure: reclaiming exploration to inspire curriculum and pedagogy.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

David Mills is an Associate Professor and Director of the Centre for Global Higher Education (CGHE).

His current research focuses on the political economy of the global science system, and its impact on institutional research and publishing cultures in African universities. His most recent book is ‘Who Counts: Ghanaian Academic Publishing and Global Science’, co-written with colleagues from the University of Ghana and Oxford, and available open access from African Minds:  https://www.africanminds.co.za/who-counts/

Trained in Anthropology, and with inter-disciplinary research interests, David uses ethnographic methods to study the inequalities created by global higher education. He is particularly interested in African university research cultures and the role of diamond Open Access scholarly journals within knowledge ecosystems.

He welcomes enquiries from potential doctoral students interested in studying African Higher Education, as well as research and publishing cultures.

Alis Oancea is Professor of Philosophy of Education and Research Policy and specialises in meta-research. She is also Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation and coordinator of the Department’s Policy, Economy and Society Research Theme.

Alis studies research practice, policy and governance, higher education and philosophy of research – including research and innovation ecosystems, responsible research and innovation, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities. Contributions to the integration and development of the field of meta-research include the collaborative production of the Handbook of Meta-Research (2024). This strand of work is complemented with a strong interest in teacher education research, knowledge and values in education, and the role of research in education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; and is Doctor Honoris Causa (Socialium Scientiarium) of the University of the West, Timisoara. She is a Fellow of the Academy of Social Sciences.

She currently leads a four-year ESRC/ CGHE research-on-research project  of international scale, co-leads the Responsible Knowledge Exchange, Engagement and Impact project, is CI on a Research Culture project focused on contributorship and authorship, and Chief Editorial Advisor of Routledge Open Research (Education). She is Research Coordinator in Kellogg College, Oxford, and Deputy Director of the ongoing ESRC CGHE Centre for Global Higher Education (2024-2029).

Past leadership roles have included Director of Research and REF 2021 coordinator in the Department (2016-20) and Deputy Director for Research before that, as well as Senior Academic Advisor on Impact, University of Oxford. She was Executive Council member and trustee of the British Educational Research Association Council member of the European Educational Research Association.

SELECTED PROFESSIONAL ACTIVITIES

University leadership:

  • Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation, University of Oxford
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Research Practice Group member, University of Oxford
  • Pro-Proctor, University of Oxford (2017-18)
  • Research Theme Coordinator,  Policy, Economy and Society (currently, also 2014-16)
  • Director of ESRC CGHE Centre for Global Higher Education (2024-2029) and member of Research Management Committee, ESRC Centre for Global Higher Education (2019-24)
  • Research Group co-lead, Philosophy, Religion and Education, Oxford
  • Research Coordinator, Kellogg College, Oxford
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)

 

Policy and funder reviews and expert groups:

 

Research(er) evaluation panels:

  • Chair, Education panel, Science and Technology Foundation, Portugal
  • Vice-chair of Education panel, Academy of Finland
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
  • Vice-chair, multiple Horizon Europe funding calls
  • Member of steering panel, research centres competition, ESRC
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • External Examiner, MSc Science and Technology Policy (Sussex)
  • Institutional reviews at University of Leuven, Belgium, University of Hong Kong
  • Recruitment panels in different universities

 

Editorship:

  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Joint Editor, Oxford Review of Education
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of BERA’s ‘Research Intelligence’ (2010-12)
  • Editorial board member: Review of Education; Educational Theory (review board), Journal of Educational Sciences

 

Learned societies:

  • Fellow of the Academy of Social Sciences, UK
  • Fellow of the Higher Education Academy, UK
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member, European Educational Research Association (2011-12)
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Convenor, Philosophy of Education Society of Great Britain, Oxford Branch
  • Member of BERA’s Academic Publications Committee
  • Member of the Research and International Forum of UCET (ongoing)

 

Susan is an Honorary Research Fellow and former Deputy Director of the department.

Susan completed a B.Ed at  Queensland University of Technology (QUT), Australia, and read for a MSc in Comparative and International Education and a DPhil in Education at the University of Oxford. Susan’s entire career has been in education in various forms: she taught in secondary schools in Australia and England before starting her academic career.

Susan’s research interests are in the following areas:

  • Technical and vocational education and training policy
  • Vocational excellence
  • Apprenticeship
  • Work based and professional learning
  • Quality and esteem in FE
  • Territory landscape
  • Skills economy

Professor Ewart Keep holds the chair in Education, Training and Skills at the Department of Education, Oxford University.

He was one of the founders and a director of the Centre on Skills, Knowledge & Organisational Performance (SKOPE). SKOPE was funded by the ESRC for the first 15 years of its life. Before coming to Oxford, he worked for 21 years in Warwick Business School, and then at the School of Social Sciences, Cardiff University. He has been at Oxford since 2013.

His first degree was in Modern History, Economic History and Politics (Royal Holloway College, University of London) and his PhD is in Industrial relations (University of Warwick). He has researched and written on apprenticeships, personnel management in schools and HE, HE policy more generally, the relationship between skills and economic performance, managerial attitudes towards investing in skills, qualifications reform, the youth labour market, adult and lifelong learning, and skills policy formation and enactment across the four UK nations. He is currently managing an ESRC-funded project on NEETs (those not in education, employment or training) in the UK, as part of a wider European project on NEETs.

He has served on major committees of the Scottish Funding Council, Higher Education Funding Council for England, and the Higher Education Funding Council for Wales, as well as advising HM Treasury, DBIS, DfE, the No.10 Policy Unit, the Cabinet Office, the UK Commission on Employment and Skills, the Scottish, Welsh, New South Wales, Queensland and New Zealand governments, the NAO, the OECD, and various professional bodies and think tanks (including Demos and IPPR). He also acted as an advisor to a Government Office for Science (Foresight) project on adult learning and the changing labour market, and was a member of the Greater London Authority’s task and finish group on the skills strategy for London. He is currently a member of the Scottish Government’s Labour Market Strategy Group.

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford where she leads a flagship master’s course in Comparative and International Education. She convenes the Comparative and International Education Research Group at the Department of Education.

Within comparative and international education, Maia Chankseliani works at the intersection of tertiary education and development. She researches societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies.

Methodologically, she utilises both qualitative and quantitative methods. Her work often combines secondary data analysis with insights gathered through semi-structured interviews and contextualised case studies.

Maia Chankseliani has published four books in the field of comparative and international education: What Happened to the Soviet University? (2022), Building Research Capacity at Universities: Insights from Post-Soviet Countries (2022), Comparing Post-Socialist Transformations: Purposes, Policies, and Practices in Education (2018), and Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice (2013).

She currently leads a major research project examining the impact of international mobility on world development (funded by the U.S. Department of State). Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, British Council, World Bank, Qatar Foundation, the European Commission.

With a background in education research, teaching, policy-making, leadership, and consultancy, Maia Chankseliani brings to her role extensive experience in diverse international settings. This breadth of experience informs her research and enables her to bridge theory and practice.

Maia Chankseliani engages with governments and gives academic and policy-relevant talks nationally and internationally. Her research regularly features in national and international media.

She holds a BA in Philology from Tbilisi State University (Georgia), an Ed. M in International Education Policy from Harvard University (USA), and a PhD in Education from the University of Cambridge (UK).

Maia Chankseliani serves as the Editor-in-Chief of the International Journal of Educational Research.

Nigel is Associate Professor of Education and Values. His research encompasses belief and values-based questions across education and research, including:

  • Religions, beliefs and secularities
  • Laws human rights and courts
  • Education and professional ethics
  • Educational research ethics

He teaches across several courses, particularly on beliefs & values, philosophies of education and research, and qualitative and mixed methodologies.

Current professional associations: Association of University Lecturers in Religion and Education; British Education Research Association; European Association of Research in Learning and Instruction; International Seminar for Religious Education and Values; Philosophy of Education (Great Britain) Society.

He is on the editorial board of Religionspädagogik in pluraler Gesellschaft, and regularly reviews for: British Journal of Religious Education, Journal of Beliefs and Values, Journal of Contemporary Religion, Oxford Review of Education, Religion, and Teachers and Teacher Education.

Advisory & consultancy: Nigel has been external advisor on research projects across Europe. He welcomes consultancy work with schools, educational organisations and governments, and has carried out projects around the world, notably in Bhutan, India and Lebanon.

Steve is Associate Professor of Teacher Education. He is subject lead for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln. He leads the interdisciplinary Education and Training for the Climate (ETC) Hub at Oxford.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and a DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a qualified Mountain Leader and rock climbing instructor, and Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, work that is developing through three progress reports on Geographical Education: (I) fields, interactions and relationships; (II) anti-racist, decolonial futures; (III) climate change education (forthcoming). His research has been funded by the GCRF, ESRC, AHRC, ICHR, Nuffield Foundation, Leverhulme Trust, Newton Fund, British Council, and PESGB. Recent collaborations include: Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune; the role of cultural heritage in curriculum making in Kolkata (GCRF); and the Smart Cities Network for Sustainable Urban Future project (ESRC / Newton Fund) which was shortlisted for the Newton Prize (India).

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’ which was shortlisted for the Vice-Chancellor’s teaching awards. These ideas are taken further in the context of school geography through his (2024) book: The Geography Teaching Adventure: reclaiming exploration to inspire curriculum and pedagogy.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

David Mills is an Associate Professor and Director of the Centre for Global Higher Education (CGHE).

His current research focuses on the political economy of the global science system, and its impact on institutional research and publishing cultures in African universities. His most recent book is ‘Who Counts: Ghanaian Academic Publishing and Global Science’, co-written with colleagues from the University of Ghana and Oxford, and available open access from African Minds:  https://www.africanminds.co.za/who-counts/

Trained in Anthropology, and with inter-disciplinary research interests, David uses ethnographic methods to study the inequalities created by global higher education. He is particularly interested in African university research cultures and the role of diamond Open Access scholarly journals within knowledge ecosystems.

He welcomes enquiries from potential doctoral students interested in studying African Higher Education, as well as research and publishing cultures.

Alis Oancea is Professor of Philosophy of Education and Research Policy and specialises in meta-research. She is also Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation and coordinator of the Department’s Policy, Economy and Society Research Theme.

Alis studies research practice, policy and governance, higher education and philosophy of research – including research and innovation ecosystems, responsible research and innovation, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities. Contributions to the integration and development of the field of meta-research include the collaborative production of the Handbook of Meta-Research (2024). This strand of work is complemented with a strong interest in teacher education research, knowledge and values in education, and the role of research in education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; and is Doctor Honoris Causa (Socialium Scientiarium) of the University of the West, Timisoara. She is a Fellow of the Academy of Social Sciences.

She currently leads a four-year ESRC/ CGHE research-on-research project  of international scale, co-leads the Responsible Knowledge Exchange, Engagement and Impact project, is CI on a Research Culture project focused on contributorship and authorship, and Chief Editorial Advisor of Routledge Open Research (Education). She is Research Coordinator in Kellogg College, Oxford, and Deputy Director of the ongoing ESRC CGHE Centre for Global Higher Education (2024-2029).

Past leadership roles have included Director of Research and REF 2021 coordinator in the Department (2016-20) and Deputy Director for Research before that, as well as Senior Academic Advisor on Impact, University of Oxford. She was Executive Council member and trustee of the British Educational Research Association Council member of the European Educational Research Association.

SELECTED PROFESSIONAL ACTIVITIES

University leadership:

  • Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation, University of Oxford
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Research Practice Group member, University of Oxford
  • Pro-Proctor, University of Oxford (2017-18)
  • Research Theme Coordinator,  Policy, Economy and Society (currently, also 2014-16)
  • Director of ESRC CGHE Centre for Global Higher Education (2024-2029) and member of Research Management Committee, ESRC Centre for Global Higher Education (2019-24)
  • Research Group co-lead, Philosophy, Religion and Education, Oxford
  • Research Coordinator, Kellogg College, Oxford
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)

 

Policy and funder reviews and expert groups:

 

Research(er) evaluation panels:

  • Chair, Education panel, Science and Technology Foundation, Portugal
  • Vice-chair of Education panel, Academy of Finland
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
  • Vice-chair, multiple Horizon Europe funding calls
  • Member of steering panel, research centres competition, ESRC
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • External Examiner, MSc Science and Technology Policy (Sussex)
  • Institutional reviews at University of Leuven, Belgium, University of Hong Kong
  • Recruitment panels in different universities

 

Editorship:

  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Joint Editor, Oxford Review of Education
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of BERA’s ‘Research Intelligence’ (2010-12)
  • Editorial board member: Review of Education; Educational Theory (review board), Journal of Educational Sciences

 

Learned societies:

  • Fellow of the Academy of Social Sciences, UK
  • Fellow of the Higher Education Academy, UK
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member, European Educational Research Association (2011-12)
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Convenor, Philosophy of Education Society of Great Britain, Oxford Branch
  • Member of BERA’s Academic Publications Committee
  • Member of the Research and International Forum of UCET (ongoing)

 

Susan is an Honorary Research Fellow and former Deputy Director of the department.

Susan completed a B.Ed at  Queensland University of Technology (QUT), Australia, and read for a MSc in Comparative and International Education and a DPhil in Education at the University of Oxford. Susan’s entire career has been in education in various forms: she taught in secondary schools in Australia and England before starting her academic career.

Susan’s research interests are in the following areas:

  • Technical and vocational education and training policy
  • Vocational excellence
  • Apprenticeship
  • Work based and professional learning
  • Quality and esteem in FE
  • Territory landscape
  • Skills economy

Professor Ewart Keep holds the chair in Education, Training and Skills at the Department of Education, Oxford University.

He was one of the founders and a director of the Centre on Skills, Knowledge & Organisational Performance (SKOPE). SKOPE was funded by the ESRC for the first 15 years of its life. Before coming to Oxford, he worked for 21 years in Warwick Business School, and then at the School of Social Sciences, Cardiff University. He has been at Oxford since 2013.

His first degree was in Modern History, Economic History and Politics (Royal Holloway College, University of London) and his PhD is in Industrial relations (University of Warwick). He has researched and written on apprenticeships, personnel management in schools and HE, HE policy more generally, the relationship between skills and economic performance, managerial attitudes towards investing in skills, qualifications reform, the youth labour market, adult and lifelong learning, and skills policy formation and enactment across the four UK nations. He is currently managing an ESRC-funded project on NEETs (those not in education, employment or training) in the UK, as part of a wider European project on NEETs.

He has served on major committees of the Scottish Funding Council, Higher Education Funding Council for England, and the Higher Education Funding Council for Wales, as well as advising HM Treasury, DBIS, DfE, the No.10 Policy Unit, the Cabinet Office, the UK Commission on Employment and Skills, the Scottish, Welsh, New South Wales, Queensland and New Zealand governments, the NAO, the OECD, and various professional bodies and think tanks (including Demos and IPPR). He also acted as an advisor to a Government Office for Science (Foresight) project on adult learning and the changing labour market, and was a member of the Greater London Authority’s task and finish group on the skills strategy for London. He is currently a member of the Scottish Government’s Labour Market Strategy Group.

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford where she leads a flagship master’s course in Comparative and International Education. She convenes the Comparative and International Education Research Group at the Department of Education.

Within comparative and international education, Maia Chankseliani works at the intersection of tertiary education and development. She researches societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies.

Methodologically, she utilises both qualitative and quantitative methods. Her work often combines secondary data analysis with insights gathered through semi-structured interviews and contextualised case studies.

Maia Chankseliani has published four books in the field of comparative and international education: What Happened to the Soviet University? (2022), Building Research Capacity at Universities: Insights from Post-Soviet Countries (2022), Comparing Post-Socialist Transformations: Purposes, Policies, and Practices in Education (2018), and Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice (2013).

She currently leads a major research project examining the impact of international mobility on world development (funded by the U.S. Department of State). Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, British Council, World Bank, Qatar Foundation, the European Commission.

With a background in education research, teaching, policy-making, leadership, and consultancy, Maia Chankseliani brings to her role extensive experience in diverse international settings. This breadth of experience informs her research and enables her to bridge theory and practice.

Maia Chankseliani engages with governments and gives academic and policy-relevant talks nationally and internationally. Her research regularly features in national and international media.

She holds a BA in Philology from Tbilisi State University (Georgia), an Ed. M in International Education Policy from Harvard University (USA), and a PhD in Education from the University of Cambridge (UK).

Maia Chankseliani serves as the Editor-in-Chief of the International Journal of Educational Research.

Nigel is Associate Professor of Education and Values. His research encompasses belief and values-based questions across education and research, including:

  • Religions, beliefs and secularities
  • Laws human rights and courts
  • Education and professional ethics
  • Educational research ethics

He teaches across several courses, particularly on beliefs & values, philosophies of education and research, and qualitative and mixed methodologies.

Current professional associations: Association of University Lecturers in Religion and Education; British Education Research Association; European Association of Research in Learning and Instruction; International Seminar for Religious Education and Values; Philosophy of Education (Great Britain) Society.

He is on the editorial board of Religionspädagogik in pluraler Gesellschaft, and regularly reviews for: British Journal of Religious Education, Journal of Beliefs and Values, Journal of Contemporary Religion, Oxford Review of Education, Religion, and Teachers and Teacher Education.

Advisory & consultancy: Nigel has been external advisor on research projects across Europe. He welcomes consultancy work with schools, educational organisations and governments, and has carried out projects around the world, notably in Bhutan, India and Lebanon.

Steve is Associate Professor of Teacher Education. He is subject lead for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln. He leads the interdisciplinary Education and Training for the Climate (ETC) Hub at Oxford.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and a DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a qualified Mountain Leader and rock climbing instructor, and Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, work that is developing through three progress reports on Geographical Education: (I) fields, interactions and relationships; (II) anti-racist, decolonial futures; (III) climate change education (forthcoming). His research has been funded by the GCRF, ESRC, AHRC, ICHR, Nuffield Foundation, Leverhulme Trust, Newton Fund, British Council, and PESGB. Recent collaborations include: Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune; the role of cultural heritage in curriculum making in Kolkata (GCRF); and the Smart Cities Network for Sustainable Urban Future project (ESRC / Newton Fund) which was shortlisted for the Newton Prize (India).

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’ which was shortlisted for the Vice-Chancellor’s teaching awards. These ideas are taken further in the context of school geography through his (2024) book: The Geography Teaching Adventure: reclaiming exploration to inspire curriculum and pedagogy.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

David Mills is an Associate Professor and Director of the Centre for Global Higher Education (CGHE).

His current research focuses on the political economy of the global science system, and its impact on institutional research and publishing cultures in African universities. His most recent book is ‘Who Counts: Ghanaian Academic Publishing and Global Science’, co-written with colleagues from the University of Ghana and Oxford, and available open access from African Minds:  https://www.africanminds.co.za/who-counts/

Trained in Anthropology, and with inter-disciplinary research interests, David uses ethnographic methods to study the inequalities created by global higher education. He is particularly interested in African university research cultures and the role of diamond Open Access scholarly journals within knowledge ecosystems.

He welcomes enquiries from potential doctoral students interested in studying African Higher Education, as well as research and publishing cultures.

Alis Oancea is Professor of Philosophy of Education and Research Policy and specialises in meta-research. She is also Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation and coordinator of the Department’s Policy, Economy and Society Research Theme.

Alis studies research practice, policy and governance, higher education and philosophy of research – including research and innovation ecosystems, responsible research and innovation, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities. Contributions to the integration and development of the field of meta-research include the collaborative production of the Handbook of Meta-Research (2024). This strand of work is complemented with a strong interest in teacher education research, knowledge and values in education, and the role of research in education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; and is Doctor Honoris Causa (Socialium Scientiarium) of the University of the West, Timisoara. She is a Fellow of the Academy of Social Sciences.

She currently leads a four-year ESRC/ CGHE research-on-research project  of international scale, co-leads the Responsible Knowledge Exchange, Engagement and Impact project, is CI on a Research Culture project focused on contributorship and authorship, and Chief Editorial Advisor of Routledge Open Research (Education). She is Research Coordinator in Kellogg College, Oxford, and Deputy Director of the ongoing ESRC CGHE Centre for Global Higher Education (2024-2029).

Past leadership roles have included Director of Research and REF 2021 coordinator in the Department (2016-20) and Deputy Director for Research before that, as well as Senior Academic Advisor on Impact, University of Oxford. She was Executive Council member and trustee of the British Educational Research Association Council member of the European Educational Research Association.

SELECTED PROFESSIONAL ACTIVITIES

University leadership:

  • Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation, University of Oxford
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Research Practice Group member, University of Oxford
  • Pro-Proctor, University of Oxford (2017-18)
  • Research Theme Coordinator,  Policy, Economy and Society (currently, also 2014-16)
  • Director of ESRC CGHE Centre for Global Higher Education (2024-2029) and member of Research Management Committee, ESRC Centre for Global Higher Education (2019-24)
  • Research Group co-lead, Philosophy, Religion and Education, Oxford
  • Research Coordinator, Kellogg College, Oxford
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)

 

Policy and funder reviews and expert groups:

 

Research(er) evaluation panels:

  • Chair, Education panel, Science and Technology Foundation, Portugal
  • Vice-chair of Education panel, Academy of Finland
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
  • Vice-chair, multiple Horizon Europe funding calls
  • Member of steering panel, research centres competition, ESRC
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • External Examiner, MSc Science and Technology Policy (Sussex)
  • Institutional reviews at University of Leuven, Belgium, University of Hong Kong
  • Recruitment panels in different universities

 

Editorship:

  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Joint Editor, Oxford Review of Education
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of BERA’s ‘Research Intelligence’ (2010-12)
  • Editorial board member: Review of Education; Educational Theory (review board), Journal of Educational Sciences

 

Learned societies:

  • Fellow of the Academy of Social Sciences, UK
  • Fellow of the Higher Education Academy, UK
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member, European Educational Research Association (2011-12)
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Convenor, Philosophy of Education Society of Great Britain, Oxford Branch
  • Member of BERA’s Academic Publications Committee
  • Member of the Research and International Forum of UCET (ongoing)

 

Susan is an Honorary Research Fellow and former Deputy Director of the department.

Susan completed a B.Ed at  Queensland University of Technology (QUT), Australia, and read for a MSc in Comparative and International Education and a DPhil in Education at the University of Oxford. Susan’s entire career has been in education in various forms: she taught in secondary schools in Australia and England before starting her academic career.

Susan’s research interests are in the following areas:

  • Technical and vocational education and training policy
  • Vocational excellence
  • Apprenticeship
  • Work based and professional learning
  • Quality and esteem in FE
  • Territory landscape
  • Skills economy

Professor Ewart Keep holds the chair in Education, Training and Skills at the Department of Education, Oxford University.

He was one of the founders and a director of the Centre on Skills, Knowledge & Organisational Performance (SKOPE). SKOPE was funded by the ESRC for the first 15 years of its life. Before coming to Oxford, he worked for 21 years in Warwick Business School, and then at the School of Social Sciences, Cardiff University. He has been at Oxford since 2013.

His first degree was in Modern History, Economic History and Politics (Royal Holloway College, University of London) and his PhD is in Industrial relations (University of Warwick). He has researched and written on apprenticeships, personnel management in schools and HE, HE policy more generally, the relationship between skills and economic performance, managerial attitudes towards investing in skills, qualifications reform, the youth labour market, adult and lifelong learning, and skills policy formation and enactment across the four UK nations. He is currently managing an ESRC-funded project on NEETs (those not in education, employment or training) in the UK, as part of a wider European project on NEETs.

He has served on major committees of the Scottish Funding Council, Higher Education Funding Council for England, and the Higher Education Funding Council for Wales, as well as advising HM Treasury, DBIS, DfE, the No.10 Policy Unit, the Cabinet Office, the UK Commission on Employment and Skills, the Scottish, Welsh, New South Wales, Queensland and New Zealand governments, the NAO, the OECD, and various professional bodies and think tanks (including Demos and IPPR). He also acted as an advisor to a Government Office for Science (Foresight) project on adult learning and the changing labour market, and was a member of the Greater London Authority’s task and finish group on the skills strategy for London. He is currently a member of the Scottish Government’s Labour Market Strategy Group.

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford where she leads a flagship master’s course in Comparative and International Education. She convenes the Comparative and International Education Research Group at the Department of Education.

Within comparative and international education, Maia Chankseliani works at the intersection of tertiary education and development. She researches societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies.

Methodologically, she utilises both qualitative and quantitative methods. Her work often combines secondary data analysis with insights gathered through semi-structured interviews and contextualised case studies.

Maia Chankseliani has published four books in the field of comparative and international education: What Happened to the Soviet University? (2022), Building Research Capacity at Universities: Insights from Post-Soviet Countries (2022), Comparing Post-Socialist Transformations: Purposes, Policies, and Practices in Education (2018), and Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice (2013).

She currently leads a major research project examining the impact of international mobility on world development (funded by the U.S. Department of State). Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, British Council, World Bank, Qatar Foundation, the European Commission.

With a background in education research, teaching, policy-making, leadership, and consultancy, Maia Chankseliani brings to her role extensive experience in diverse international settings. This breadth of experience informs her research and enables her to bridge theory and practice.

Maia Chankseliani engages with governments and gives academic and policy-relevant talks nationally and internationally. Her research regularly features in national and international media.

She holds a BA in Philology from Tbilisi State University (Georgia), an Ed. M in International Education Policy from Harvard University (USA), and a PhD in Education from the University of Cambridge (UK).

Maia Chankseliani serves as the Editor-in-Chief of the International Journal of Educational Research.

Nigel is Associate Professor of Education and Values. His research encompasses belief and values-based questions across education and research, including:

  • Religions, beliefs and secularities
  • Laws human rights and courts
  • Education and professional ethics
  • Educational research ethics

He teaches across several courses, particularly on beliefs & values, philosophies of education and research, and qualitative and mixed methodologies.

Current professional associations: Association of University Lecturers in Religion and Education; British Education Research Association; European Association of Research in Learning and Instruction; International Seminar for Religious Education and Values; Philosophy of Education (Great Britain) Society.

He is on the editorial board of Religionspädagogik in pluraler Gesellschaft, and regularly reviews for: British Journal of Religious Education, Journal of Beliefs and Values, Journal of Contemporary Religion, Oxford Review of Education, Religion, and Teachers and Teacher Education.

Advisory & consultancy: Nigel has been external advisor on research projects across Europe. He welcomes consultancy work with schools, educational organisations and governments, and has carried out projects around the world, notably in Bhutan, India and Lebanon.

Steve is Associate Professor of Teacher Education. He is subject lead for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln. He leads the interdisciplinary Education and Training for the Climate (ETC) Hub at Oxford.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and a DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a qualified Mountain Leader and rock climbing instructor, and Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, work that is developing through three progress reports on Geographical Education: (I) fields, interactions and relationships; (II) anti-racist, decolonial futures; (III) climate change education (forthcoming). His research has been funded by the GCRF, ESRC, AHRC, ICHR, Nuffield Foundation, Leverhulme Trust, Newton Fund, British Council, and PESGB. Recent collaborations include: Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune; the role of cultural heritage in curriculum making in Kolkata (GCRF); and the Smart Cities Network for Sustainable Urban Future project (ESRC / Newton Fund) which was shortlisted for the Newton Prize (India).

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’ which was shortlisted for the Vice-Chancellor’s teaching awards. These ideas are taken further in the context of school geography through his (2024) book: The Geography Teaching Adventure: reclaiming exploration to inspire curriculum and pedagogy.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

David Mills is an Associate Professor and Director of the Centre for Global Higher Education (CGHE).

His current research focuses on the political economy of the global science system, and its impact on institutional research and publishing cultures in African universities. His most recent book is ‘Who Counts: Ghanaian Academic Publishing and Global Science’, co-written with colleagues from the University of Ghana and Oxford, and available open access from African Minds:  https://www.africanminds.co.za/who-counts/

Trained in Anthropology, and with inter-disciplinary research interests, David uses ethnographic methods to study the inequalities created by global higher education. He is particularly interested in African university research cultures and the role of diamond Open Access scholarly journals within knowledge ecosystems.

He welcomes enquiries from potential doctoral students interested in studying African Higher Education, as well as research and publishing cultures.

Alis Oancea is Professor of Philosophy of Education and Research Policy and specialises in meta-research. She is also Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation and coordinator of the Department’s Policy, Economy and Society Research Theme.

Alis studies research practice, policy and governance, higher education and philosophy of research – including research and innovation ecosystems, responsible research and innovation, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities. Contributions to the integration and development of the field of meta-research include the collaborative production of the Handbook of Meta-Research (2024). This strand of work is complemented with a strong interest in teacher education research, knowledge and values in education, and the role of research in education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; and is Doctor Honoris Causa (Socialium Scientiarium) of the University of the West, Timisoara. She is a Fellow of the Academy of Social Sciences.

She currently leads a four-year ESRC/ CGHE research-on-research project  of international scale, co-leads the Responsible Knowledge Exchange, Engagement and Impact project, is CI on a Research Culture project focused on contributorship and authorship, and Chief Editorial Advisor of Routledge Open Research (Education). She is Research Coordinator in Kellogg College, Oxford, and Deputy Director of the ongoing ESRC CGHE Centre for Global Higher Education (2024-2029).

Past leadership roles have included Director of Research and REF 2021 coordinator in the Department (2016-20) and Deputy Director for Research before that, as well as Senior Academic Advisor on Impact, University of Oxford. She was Executive Council member and trustee of the British Educational Research Association Council member of the European Educational Research Association.

SELECTED PROFESSIONAL ACTIVITIES

University leadership:

  • Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation, University of Oxford
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Research Practice Group member, University of Oxford
  • Pro-Proctor, University of Oxford (2017-18)
  • Research Theme Coordinator,  Policy, Economy and Society (currently, also 2014-16)
  • Director of ESRC CGHE Centre for Global Higher Education (2024-2029) and member of Research Management Committee, ESRC Centre for Global Higher Education (2019-24)
  • Research Group co-lead, Philosophy, Religion and Education, Oxford
  • Research Coordinator, Kellogg College, Oxford
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)

 

Policy and funder reviews and expert groups:

 

Research(er) evaluation panels:

  • Chair, Education panel, Science and Technology Foundation, Portugal
  • Vice-chair of Education panel, Academy of Finland
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
  • Vice-chair, multiple Horizon Europe funding calls
  • Member of steering panel, research centres competition, ESRC
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • External Examiner, MSc Science and Technology Policy (Sussex)
  • Institutional reviews at University of Leuven, Belgium, University of Hong Kong
  • Recruitment panels in different universities

 

Editorship:

  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Joint Editor, Oxford Review of Education
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of BERA’s ‘Research Intelligence’ (2010-12)
  • Editorial board member: Review of Education; Educational Theory (review board), Journal of Educational Sciences

 

Learned societies:

  • Fellow of the Academy of Social Sciences, UK
  • Fellow of the Higher Education Academy, UK
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member, European Educational Research Association (2011-12)
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Convenor, Philosophy of Education Society of Great Britain, Oxford Branch
  • Member of BERA’s Academic Publications Committee
  • Member of the Research and International Forum of UCET (ongoing)

 

Susan is an Honorary Research Fellow and former Deputy Director of the department.

Susan completed a B.Ed at  Queensland University of Technology (QUT), Australia, and read for a MSc in Comparative and International Education and a DPhil in Education at the University of Oxford. Susan’s entire career has been in education in various forms: she taught in secondary schools in Australia and England before starting her academic career.

Susan’s research interests are in the following areas:

  • Technical and vocational education and training policy
  • Vocational excellence
  • Apprenticeship
  • Work based and professional learning
  • Quality and esteem in FE
  • Territory landscape
  • Skills economy

Professor Ewart Keep holds the chair in Education, Training and Skills at the Department of Education, Oxford University.

He was one of the founders and a director of the Centre on Skills, Knowledge & Organisational Performance (SKOPE). SKOPE was funded by the ESRC for the first 15 years of its life. Before coming to Oxford, he worked for 21 years in Warwick Business School, and then at the School of Social Sciences, Cardiff University. He has been at Oxford since 2013.

His first degree was in Modern History, Economic History and Politics (Royal Holloway College, University of London) and his PhD is in Industrial relations (University of Warwick). He has researched and written on apprenticeships, personnel management in schools and HE, HE policy more generally, the relationship between skills and economic performance, managerial attitudes towards investing in skills, qualifications reform, the youth labour market, adult and lifelong learning, and skills policy formation and enactment across the four UK nations. He is currently managing an ESRC-funded project on NEETs (those not in education, employment or training) in the UK, as part of a wider European project on NEETs.

He has served on major committees of the Scottish Funding Council, Higher Education Funding Council for England, and the Higher Education Funding Council for Wales, as well as advising HM Treasury, DBIS, DfE, the No.10 Policy Unit, the Cabinet Office, the UK Commission on Employment and Skills, the Scottish, Welsh, New South Wales, Queensland and New Zealand governments, the NAO, the OECD, and various professional bodies and think tanks (including Demos and IPPR). He also acted as an advisor to a Government Office for Science (Foresight) project on adult learning and the changing labour market, and was a member of the Greater London Authority’s task and finish group on the skills strategy for London. He is currently a member of the Scottish Government’s Labour Market Strategy Group.

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford where she leads a flagship master’s course in Comparative and International Education. She convenes the Comparative and International Education Research Group at the Department of Education.

Within comparative and international education, Maia Chankseliani works at the intersection of tertiary education and development. She researches societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies.

Methodologically, she utilises both qualitative and quantitative methods. Her work often combines secondary data analysis with insights gathered through semi-structured interviews and contextualised case studies.

Maia Chankseliani has published four books in the field of comparative and international education: What Happened to the Soviet University? (2022), Building Research Capacity at Universities: Insights from Post-Soviet Countries (2022), Comparing Post-Socialist Transformations: Purposes, Policies, and Practices in Education (2018), and Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice (2013).

She currently leads a major research project examining the impact of international mobility on world development (funded by the U.S. Department of State). Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, British Council, World Bank, Qatar Foundation, the European Commission.

With a background in education research, teaching, policy-making, leadership, and consultancy, Maia Chankseliani brings to her role extensive experience in diverse international settings. This breadth of experience informs her research and enables her to bridge theory and practice.

Maia Chankseliani engages with governments and gives academic and policy-relevant talks nationally and internationally. Her research regularly features in national and international media.

She holds a BA in Philology from Tbilisi State University (Georgia), an Ed. M in International Education Policy from Harvard University (USA), and a PhD in Education from the University of Cambridge (UK).

Maia Chankseliani serves as the Editor-in-Chief of the International Journal of Educational Research.

Nigel is Associate Professor of Education and Values. His research encompasses belief and values-based questions across education and research, including:

  • Religions, beliefs and secularities
  • Laws human rights and courts
  • Education and professional ethics
  • Educational research ethics

He teaches across several courses, particularly on beliefs & values, philosophies of education and research, and qualitative and mixed methodologies.

Current professional associations: Association of University Lecturers in Religion and Education; British Education Research Association; European Association of Research in Learning and Instruction; International Seminar for Religious Education and Values; Philosophy of Education (Great Britain) Society.

He is on the editorial board of Religionspädagogik in pluraler Gesellschaft, and regularly reviews for: British Journal of Religious Education, Journal of Beliefs and Values, Journal of Contemporary Religion, Oxford Review of Education, Religion, and Teachers and Teacher Education.

Advisory & consultancy: Nigel has been external advisor on research projects across Europe. He welcomes consultancy work with schools, educational organisations and governments, and has carried out projects around the world, notably in Bhutan, India and Lebanon.

Steve is Associate Professor of Teacher Education. He is subject lead for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln. He leads the interdisciplinary Education and Training for the Climate (ETC) Hub at Oxford.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and a DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a qualified Mountain Leader and rock climbing instructor, and Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, work that is developing through three progress reports on Geographical Education: (I) fields, interactions and relationships; (II) anti-racist, decolonial futures; (III) climate change education (forthcoming). His research has been funded by the GCRF, ESRC, AHRC, ICHR, Nuffield Foundation, Leverhulme Trust, Newton Fund, British Council, and PESGB. Recent collaborations include: Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune; the role of cultural heritage in curriculum making in Kolkata (GCRF); and the Smart Cities Network for Sustainable Urban Future project (ESRC / Newton Fund) which was shortlisted for the Newton Prize (India).

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’ which was shortlisted for the Vice-Chancellor’s teaching awards. These ideas are taken further in the context of school geography through his (2024) book: The Geography Teaching Adventure: reclaiming exploration to inspire curriculum and pedagogy.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

David Mills is an Associate Professor and Director of the Centre for Global Higher Education (CGHE).

His current research focuses on the political economy of the global science system, and its impact on institutional research and publishing cultures in African universities. His most recent book is ‘Who Counts: Ghanaian Academic Publishing and Global Science’, co-written with colleagues from the University of Ghana and Oxford, and available open access from African Minds:  https://www.africanminds.co.za/who-counts/

Trained in Anthropology, and with inter-disciplinary research interests, David uses ethnographic methods to study the inequalities created by global higher education. He is particularly interested in African university research cultures and the role of diamond Open Access scholarly journals within knowledge ecosystems.

He welcomes enquiries from potential doctoral students interested in studying African Higher Education, as well as research and publishing cultures.

Alis Oancea is Professor of Philosophy of Education and Research Policy and specialises in meta-research. She is also Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation and coordinator of the Department’s Policy, Economy and Society Research Theme.

Alis studies research practice, policy and governance, higher education and philosophy of research – including research and innovation ecosystems, responsible research and innovation, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities. Contributions to the integration and development of the field of meta-research include the collaborative production of the Handbook of Meta-Research (2024). This strand of work is complemented with a strong interest in teacher education research, knowledge and values in education, and the role of research in education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; and is Doctor Honoris Causa (Socialium Scientiarium) of the University of the West, Timisoara. She is a Fellow of the Academy of Social Sciences.

She currently leads a four-year ESRC/ CGHE research-on-research project  of international scale, co-leads the Responsible Knowledge Exchange, Engagement and Impact project, is CI on a Research Culture project focused on contributorship and authorship, and Chief Editorial Advisor of Routledge Open Research (Education). She is Research Coordinator in Kellogg College, Oxford, and Deputy Director of the ongoing ESRC CGHE Centre for Global Higher Education (2024-2029).

Past leadership roles have included Director of Research and REF 2021 coordinator in the Department (2016-20) and Deputy Director for Research before that, as well as Senior Academic Advisor on Impact, University of Oxford. She was Executive Council member and trustee of the British Educational Research Association Council member of the European Educational Research Association.

SELECTED PROFESSIONAL ACTIVITIES

University leadership:

  • Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation, University of Oxford
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Research Practice Group member, University of Oxford
  • Pro-Proctor, University of Oxford (2017-18)
  • Research Theme Coordinator,  Policy, Economy and Society (currently, also 2014-16)
  • Director of ESRC CGHE Centre for Global Higher Education (2024-2029) and member of Research Management Committee, ESRC Centre for Global Higher Education (2019-24)
  • Research Group co-lead, Philosophy, Religion and Education, Oxford
  • Research Coordinator, Kellogg College, Oxford
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)

 

Policy and funder reviews and expert groups:

 

Research(er) evaluation panels:

  • Chair, Education panel, Science and Technology Foundation, Portugal
  • Vice-chair of Education panel, Academy of Finland
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
  • Vice-chair, multiple Horizon Europe funding calls
  • Member of steering panel, research centres competition, ESRC
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • External Examiner, MSc Science and Technology Policy (Sussex)
  • Institutional reviews at University of Leuven, Belgium, University of Hong Kong
  • Recruitment panels in different universities

 

Editorship:

  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Joint Editor, Oxford Review of Education
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of BERA’s ‘Research Intelligence’ (2010-12)
  • Editorial board member: Review of Education; Educational Theory (review board), Journal of Educational Sciences

 

Learned societies:

  • Fellow of the Academy of Social Sciences, UK
  • Fellow of the Higher Education Academy, UK
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member, European Educational Research Association (2011-12)
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Convenor, Philosophy of Education Society of Great Britain, Oxford Branch
  • Member of BERA’s Academic Publications Committee
  • Member of the Research and International Forum of UCET (ongoing)

 

Susan is an Honorary Research Fellow and former Deputy Director of the department.

Susan completed a B.Ed at  Queensland University of Technology (QUT), Australia, and read for a MSc in Comparative and International Education and a DPhil in Education at the University of Oxford. Susan’s entire career has been in education in various forms: she taught in secondary schools in Australia and England before starting her academic career.

Susan’s research interests are in the following areas:

  • Technical and vocational education and training policy
  • Vocational excellence
  • Apprenticeship
  • Work based and professional learning
  • Quality and esteem in FE
  • Territory landscape
  • Skills economy

Professor Ewart Keep holds the chair in Education, Training and Skills at the Department of Education, Oxford University.

He was one of the founders and a director of the Centre on Skills, Knowledge & Organisational Performance (SKOPE). SKOPE was funded by the ESRC for the first 15 years of its life. Before coming to Oxford, he worked for 21 years in Warwick Business School, and then at the School of Social Sciences, Cardiff University. He has been at Oxford since 2013.

His first degree was in Modern History, Economic History and Politics (Royal Holloway College, University of London) and his PhD is in Industrial relations (University of Warwick). He has researched and written on apprenticeships, personnel management in schools and HE, HE policy more generally, the relationship between skills and economic performance, managerial attitudes towards investing in skills, qualifications reform, the youth labour market, adult and lifelong learning, and skills policy formation and enactment across the four UK nations. He is currently managing an ESRC-funded project on NEETs (those not in education, employment or training) in the UK, as part of a wider European project on NEETs.

He has served on major committees of the Scottish Funding Council, Higher Education Funding Council for England, and the Higher Education Funding Council for Wales, as well as advising HM Treasury, DBIS, DfE, the No.10 Policy Unit, the Cabinet Office, the UK Commission on Employment and Skills, the Scottish, Welsh, New South Wales, Queensland and New Zealand governments, the NAO, the OECD, and various professional bodies and think tanks (including Demos and IPPR). He also acted as an advisor to a Government Office for Science (Foresight) project on adult learning and the changing labour market, and was a member of the Greater London Authority’s task and finish group on the skills strategy for London. He is currently a member of the Scottish Government’s Labour Market Strategy Group.

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford where she leads a flagship master’s course in Comparative and International Education. She convenes the Comparative and International Education Research Group at the Department of Education.

Within comparative and international education, Maia Chankseliani works at the intersection of tertiary education and development. She researches societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies.

Methodologically, she utilises both qualitative and quantitative methods. Her work often combines secondary data analysis with insights gathered through semi-structured interviews and contextualised case studies.

Maia Chankseliani has published four books in the field of comparative and international education: What Happened to the Soviet University? (2022), Building Research Capacity at Universities: Insights from Post-Soviet Countries (2022), Comparing Post-Socialist Transformations: Purposes, Policies, and Practices in Education (2018), and Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice (2013).

She currently leads a major research project examining the impact of international mobility on world development (funded by the U.S. Department of State). Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, British Council, World Bank, Qatar Foundation, the European Commission.

With a background in education research, teaching, policy-making, leadership, and consultancy, Maia Chankseliani brings to her role extensive experience in diverse international settings. This breadth of experience informs her research and enables her to bridge theory and practice.

Maia Chankseliani engages with governments and gives academic and policy-relevant talks nationally and internationally. Her research regularly features in national and international media.

She holds a BA in Philology from Tbilisi State University (Georgia), an Ed. M in International Education Policy from Harvard University (USA), and a PhD in Education from the University of Cambridge (UK).

Maia Chankseliani serves as the Editor-in-Chief of the International Journal of Educational Research.

Nigel is Associate Professor of Education and Values. His research encompasses belief and values-based questions across education and research, including:

  • Religions, beliefs and secularities
  • Laws human rights and courts
  • Education and professional ethics
  • Educational research ethics

He teaches across several courses, particularly on beliefs & values, philosophies of education and research, and qualitative and mixed methodologies.

Current professional associations: Association of University Lecturers in Religion and Education; British Education Research Association; European Association of Research in Learning and Instruction; International Seminar for Religious Education and Values; Philosophy of Education (Great Britain) Society.

He is on the editorial board of Religionspädagogik in pluraler Gesellschaft, and regularly reviews for: British Journal of Religious Education, Journal of Beliefs and Values, Journal of Contemporary Religion, Oxford Review of Education, Religion, and Teachers and Teacher Education.

Advisory & consultancy: Nigel has been external advisor on research projects across Europe. He welcomes consultancy work with schools, educational organisations and governments, and has carried out projects around the world, notably in Bhutan, India and Lebanon.

Steve is Associate Professor of Teacher Education. He is subject lead for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln. He leads the interdisciplinary Education and Training for the Climate (ETC) Hub at Oxford.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and a DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a qualified Mountain Leader and rock climbing instructor, and Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, work that is developing through three progress reports on Geographical Education: (I) fields, interactions and relationships; (II) anti-racist, decolonial futures; (III) climate change education (forthcoming). His research has been funded by the GCRF, ESRC, AHRC, ICHR, Nuffield Foundation, Leverhulme Trust, Newton Fund, British Council, and PESGB. Recent collaborations include: Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune; the role of cultural heritage in curriculum making in Kolkata (GCRF); and the Smart Cities Network for Sustainable Urban Future project (ESRC / Newton Fund) which was shortlisted for the Newton Prize (India).

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’ which was shortlisted for the Vice-Chancellor’s teaching awards. These ideas are taken further in the context of school geography through his (2024) book: The Geography Teaching Adventure: reclaiming exploration to inspire curriculum and pedagogy.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

David Mills is an Associate Professor and Director of the Centre for Global Higher Education (CGHE).

His current research focuses on the political economy of the global science system, and its impact on institutional research and publishing cultures in African universities. His most recent book is ‘Who Counts: Ghanaian Academic Publishing and Global Science’, co-written with colleagues from the University of Ghana and Oxford, and available open access from African Minds:  https://www.africanminds.co.za/who-counts/

Trained in Anthropology, and with inter-disciplinary research interests, David uses ethnographic methods to study the inequalities created by global higher education. He is particularly interested in African university research cultures and the role of diamond Open Access scholarly journals within knowledge ecosystems.

He welcomes enquiries from potential doctoral students interested in studying African Higher Education, as well as research and publishing cultures.

Alis Oancea is Professor of Philosophy of Education and Research Policy and specialises in meta-research. She is also Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation and coordinator of the Department’s Policy, Economy and Society Research Theme.

Alis studies research practice, policy and governance, higher education and philosophy of research – including research and innovation ecosystems, responsible research and innovation, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities. Contributions to the integration and development of the field of meta-research include the collaborative production of the Handbook of Meta-Research (2024). This strand of work is complemented with a strong interest in teacher education research, knowledge and values in education, and the role of research in education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; and is Doctor Honoris Causa (Socialium Scientiarium) of the University of the West, Timisoara. She is a Fellow of the Academy of Social Sciences.

She currently leads a four-year ESRC/ CGHE research-on-research project  of international scale, co-leads the Responsible Knowledge Exchange, Engagement and Impact project, is CI on a Research Culture project focused on contributorship and authorship, and Chief Editorial Advisor of Routledge Open Research (Education). She is Research Coordinator in Kellogg College, Oxford, and Deputy Director of the ongoing ESRC CGHE Centre for Global Higher Education (2024-2029).

Past leadership roles have included Director of Research and REF 2021 coordinator in the Department (2016-20) and Deputy Director for Research before that, as well as Senior Academic Advisor on Impact, University of Oxford. She was Executive Council member and trustee of the British Educational Research Association Council member of the European Educational Research Association.

SELECTED PROFESSIONAL ACTIVITIES

University leadership:

  • Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation, University of Oxford
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Research Practice Group member, University of Oxford
  • Pro-Proctor, University of Oxford (2017-18)
  • Research Theme Coordinator,  Policy, Economy and Society (currently, also 2014-16)
  • Director of ESRC CGHE Centre for Global Higher Education (2024-2029) and member of Research Management Committee, ESRC Centre for Global Higher Education (2019-24)
  • Research Group co-lead, Philosophy, Religion and Education, Oxford
  • Research Coordinator, Kellogg College, Oxford
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)

 

Policy and funder reviews and expert groups:

 

Research(er) evaluation panels:

  • Chair, Education panel, Science and Technology Foundation, Portugal
  • Vice-chair of Education panel, Academy of Finland
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
  • Vice-chair, multiple Horizon Europe funding calls
  • Member of steering panel, research centres competition, ESRC
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • External Examiner, MSc Science and Technology Policy (Sussex)
  • Institutional reviews at University of Leuven, Belgium, University of Hong Kong
  • Recruitment panels in different universities

 

Editorship:

  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Joint Editor, Oxford Review of Education
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of BERA’s ‘Research Intelligence’ (2010-12)
  • Editorial board member: Review of Education; Educational Theory (review board), Journal of Educational Sciences

 

Learned societies:

  • Fellow of the Academy of Social Sciences, UK
  • Fellow of the Higher Education Academy, UK
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member, European Educational Research Association (2011-12)
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Convenor, Philosophy of Education Society of Great Britain, Oxford Branch
  • Member of BERA’s Academic Publications Committee
  • Member of the Research and International Forum of UCET (ongoing)

 

Susan is an Honorary Research Fellow and former Deputy Director of the department.

Susan completed a B.Ed at  Queensland University of Technology (QUT), Australia, and read for a MSc in Comparative and International Education and a DPhil in Education at the University of Oxford. Susan’s entire career has been in education in various forms: she taught in secondary schools in Australia and England before starting her academic career.

Susan’s research interests are in the following areas:

  • Technical and vocational education and training policy
  • Vocational excellence
  • Apprenticeship
  • Work based and professional learning
  • Quality and esteem in FE
  • Territory landscape
  • Skills economy

Professor Ewart Keep holds the chair in Education, Training and Skills at the Department of Education, Oxford University.

He was one of the founders and a director of the Centre on Skills, Knowledge & Organisational Performance (SKOPE). SKOPE was funded by the ESRC for the first 15 years of its life. Before coming to Oxford, he worked for 21 years in Warwick Business School, and then at the School of Social Sciences, Cardiff University. He has been at Oxford since 2013.

His first degree was in Modern History, Economic History and Politics (Royal Holloway College, University of London) and his PhD is in Industrial relations (University of Warwick). He has researched and written on apprenticeships, personnel management in schools and HE, HE policy more generally, the relationship between skills and economic performance, managerial attitudes towards investing in skills, qualifications reform, the youth labour market, adult and lifelong learning, and skills policy formation and enactment across the four UK nations. He is currently managing an ESRC-funded project on NEETs (those not in education, employment or training) in the UK, as part of a wider European project on NEETs.

He has served on major committees of the Scottish Funding Council, Higher Education Funding Council for England, and the Higher Education Funding Council for Wales, as well as advising HM Treasury, DBIS, DfE, the No.10 Policy Unit, the Cabinet Office, the UK Commission on Employment and Skills, the Scottish, Welsh, New South Wales, Queensland and New Zealand governments, the NAO, the OECD, and various professional bodies and think tanks (including Demos and IPPR). He also acted as an advisor to a Government Office for Science (Foresight) project on adult learning and the changing labour market, and was a member of the Greater London Authority’s task and finish group on the skills strategy for London. He is currently a member of the Scottish Government’s Labour Market Strategy Group.

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford where she leads a flagship master’s course in Comparative and International Education. She convenes the Comparative and International Education Research Group at the Department of Education.

Within comparative and international education, Maia Chankseliani works at the intersection of tertiary education and development. She researches societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies.

Methodologically, she utilises both qualitative and quantitative methods. Her work often combines secondary data analysis with insights gathered through semi-structured interviews and contextualised case studies.

Maia Chankseliani has published four books in the field of comparative and international education: What Happened to the Soviet University? (2022), Building Research Capacity at Universities: Insights from Post-Soviet Countries (2022), Comparing Post-Socialist Transformations: Purposes, Policies, and Practices in Education (2018), and Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice (2013).

She currently leads a major research project examining the impact of international mobility on world development (funded by the U.S. Department of State). Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, British Council, World Bank, Qatar Foundation, the European Commission.

With a background in education research, teaching, policy-making, leadership, and consultancy, Maia Chankseliani brings to her role extensive experience in diverse international settings. This breadth of experience informs her research and enables her to bridge theory and practice.

Maia Chankseliani engages with governments and gives academic and policy-relevant talks nationally and internationally. Her research regularly features in national and international media.

She holds a BA in Philology from Tbilisi State University (Georgia), an Ed. M in International Education Policy from Harvard University (USA), and a PhD in Education from the University of Cambridge (UK).

Maia Chankseliani serves as the Editor-in-Chief of the International Journal of Educational Research.

Nigel is Associate Professor of Education and Values. His research encompasses belief and values-based questions across education and research, including:

  • Religions, beliefs and secularities
  • Laws human rights and courts
  • Education and professional ethics
  • Educational research ethics

He teaches across several courses, particularly on beliefs & values, philosophies of education and research, and qualitative and mixed methodologies.

Current professional associations: Association of University Lecturers in Religion and Education; British Education Research Association; European Association of Research in Learning and Instruction; International Seminar for Religious Education and Values; Philosophy of Education (Great Britain) Society.

He is on the editorial board of Religionspädagogik in pluraler Gesellschaft, and regularly reviews for: British Journal of Religious Education, Journal of Beliefs and Values, Journal of Contemporary Religion, Oxford Review of Education, Religion, and Teachers and Teacher Education.

Advisory & consultancy: Nigel has been external advisor on research projects across Europe. He welcomes consultancy work with schools, educational organisations and governments, and has carried out projects around the world, notably in Bhutan, India and Lebanon.

Steve is Associate Professor of Teacher Education. He is subject lead for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln. He leads the interdisciplinary Education and Training for the Climate (ETC) Hub at Oxford.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and a DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a qualified Mountain Leader and rock climbing instructor, and Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, work that is developing through three progress reports on Geographical Education: (I) fields, interactions and relationships; (II) anti-racist, decolonial futures; (III) climate change education (forthcoming). His research has been funded by the GCRF, ESRC, AHRC, ICHR, Nuffield Foundation, Leverhulme Trust, Newton Fund, British Council, and PESGB. Recent collaborations include: Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune; the role of cultural heritage in curriculum making in Kolkata (GCRF); and the Smart Cities Network for Sustainable Urban Future project (ESRC / Newton Fund) which was shortlisted for the Newton Prize (India).

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’ which was shortlisted for the Vice-Chancellor’s teaching awards. These ideas are taken further in the context of school geography through his (2024) book: The Geography Teaching Adventure: reclaiming exploration to inspire curriculum and pedagogy.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

David Mills is an Associate Professor and Director of the Centre for Global Higher Education (CGHE).

His current research focuses on the political economy of the global science system, and its impact on institutional research and publishing cultures in African universities. His most recent book is ‘Who Counts: Ghanaian Academic Publishing and Global Science’, co-written with colleagues from the University of Ghana and Oxford, and available open access from African Minds:  https://www.africanminds.co.za/who-counts/

Trained in Anthropology, and with inter-disciplinary research interests, David uses ethnographic methods to study the inequalities created by global higher education. He is particularly interested in African university research cultures and the role of diamond Open Access scholarly journals within knowledge ecosystems.

He welcomes enquiries from potential doctoral students interested in studying African Higher Education, as well as research and publishing cultures.

Alis Oancea is Professor of Philosophy of Education and Research Policy and specialises in meta-research. She is also Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation and coordinator of the Department’s Policy, Economy and Society Research Theme.

Alis studies research practice, policy and governance, higher education and philosophy of research – including research and innovation ecosystems, responsible research and innovation, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities. Contributions to the integration and development of the field of meta-research include the collaborative production of the Handbook of Meta-Research (2024). This strand of work is complemented with a strong interest in teacher education research, knowledge and values in education, and the role of research in education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; and is Doctor Honoris Causa (Socialium Scientiarium) of the University of the West, Timisoara. She is a Fellow of the Academy of Social Sciences.

She currently leads a four-year ESRC/ CGHE research-on-research project  of international scale, co-leads the Responsible Knowledge Exchange, Engagement and Impact project, is CI on a Research Culture project focused on contributorship and authorship, and Chief Editorial Advisor of Routledge Open Research (Education). She is Research Coordinator in Kellogg College, Oxford, and Deputy Director of the ongoing ESRC CGHE Centre for Global Higher Education (2024-2029).

Past leadership roles have included Director of Research and REF 2021 coordinator in the Department (2016-20) and Deputy Director for Research before that, as well as Senior Academic Advisor on Impact, University of Oxford. She was Executive Council member and trustee of the British Educational Research Association Council member of the European Educational Research Association.

SELECTED PROFESSIONAL ACTIVITIES

University leadership:

  • Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation, University of Oxford
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Research Practice Group member, University of Oxford
  • Pro-Proctor, University of Oxford (2017-18)
  • Research Theme Coordinator,  Policy, Economy and Society (currently, also 2014-16)
  • Director of ESRC CGHE Centre for Global Higher Education (2024-2029) and member of Research Management Committee, ESRC Centre for Global Higher Education (2019-24)
  • Research Group co-lead, Philosophy, Religion and Education, Oxford
  • Research Coordinator, Kellogg College, Oxford
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)

 

Policy and funder reviews and expert groups:

 

Research(er) evaluation panels:

  • Chair, Education panel, Science and Technology Foundation, Portugal
  • Vice-chair of Education panel, Academy of Finland
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
  • Vice-chair, multiple Horizon Europe funding calls
  • Member of steering panel, research centres competition, ESRC
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • External Examiner, MSc Science and Technology Policy (Sussex)
  • Institutional reviews at University of Leuven, Belgium, University of Hong Kong
  • Recruitment panels in different universities

 

Editorship:

  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Joint Editor, Oxford Review of Education
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of BERA’s ‘Research Intelligence’ (2010-12)
  • Editorial board member: Review of Education; Educational Theory (review board), Journal of Educational Sciences

 

Learned societies:

  • Fellow of the Academy of Social Sciences, UK
  • Fellow of the Higher Education Academy, UK
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member, European Educational Research Association (2011-12)
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Convenor, Philosophy of Education Society of Great Britain, Oxford Branch
  • Member of BERA’s Academic Publications Committee
  • Member of the Research and International Forum of UCET (ongoing)

 

Susan is an Honorary Research Fellow and former Deputy Director of the department.

Susan completed a B.Ed at  Queensland University of Technology (QUT), Australia, and read for a MSc in Comparative and International Education and a DPhil in Education at the University of Oxford. Susan’s entire career has been in education in various forms: she taught in secondary schools in Australia and England before starting her academic career.

Susan’s research interests are in the following areas:

  • Technical and vocational education and training policy
  • Vocational excellence
  • Apprenticeship
  • Work based and professional learning
  • Quality and esteem in FE
  • Territory landscape
  • Skills economy

Professor Ewart Keep holds the chair in Education, Training and Skills at the Department of Education, Oxford University.

He was one of the founders and a director of the Centre on Skills, Knowledge & Organisational Performance (SKOPE). SKOPE was funded by the ESRC for the first 15 years of its life. Before coming to Oxford, he worked for 21 years in Warwick Business School, and then at the School of Social Sciences, Cardiff University. He has been at Oxford since 2013.

His first degree was in Modern History, Economic History and Politics (Royal Holloway College, University of London) and his PhD is in Industrial relations (University of Warwick). He has researched and written on apprenticeships, personnel management in schools and HE, HE policy more generally, the relationship between skills and economic performance, managerial attitudes towards investing in skills, qualifications reform, the youth labour market, adult and lifelong learning, and skills policy formation and enactment across the four UK nations. He is currently managing an ESRC-funded project on NEETs (those not in education, employment or training) in the UK, as part of a wider European project on NEETs.

He has served on major committees of the Scottish Funding Council, Higher Education Funding Council for England, and the Higher Education Funding Council for Wales, as well as advising HM Treasury, DBIS, DfE, the No.10 Policy Unit, the Cabinet Office, the UK Commission on Employment and Skills, the Scottish, Welsh, New South Wales, Queensland and New Zealand governments, the NAO, the OECD, and various professional bodies and think tanks (including Demos and IPPR). He also acted as an advisor to a Government Office for Science (Foresight) project on adult learning and the changing labour market, and was a member of the Greater London Authority’s task and finish group on the skills strategy for London. He is currently a member of the Scottish Government’s Labour Market Strategy Group.

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford where she leads a flagship master’s course in Comparative and International Education. She convenes the Comparative and International Education Research Group at the Department of Education.

Within comparative and international education, Maia Chankseliani works at the intersection of tertiary education and development. She researches societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies.

Methodologically, she utilises both qualitative and quantitative methods. Her work often combines secondary data analysis with insights gathered through semi-structured interviews and contextualised case studies.

Maia Chankseliani has published four books in the field of comparative and international education: What Happened to the Soviet University? (2022), Building Research Capacity at Universities: Insights from Post-Soviet Countries (2022), Comparing Post-Socialist Transformations: Purposes, Policies, and Practices in Education (2018), and Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice (2013).

She currently leads a major research project examining the impact of international mobility on world development (funded by the U.S. Department of State). Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, British Council, World Bank, Qatar Foundation, the European Commission.

With a background in education research, teaching, policy-making, leadership, and consultancy, Maia Chankseliani brings to her role extensive experience in diverse international settings. This breadth of experience informs her research and enables her to bridge theory and practice.

Maia Chankseliani engages with governments and gives academic and policy-relevant talks nationally and internationally. Her research regularly features in national and international media.

She holds a BA in Philology from Tbilisi State University (Georgia), an Ed. M in International Education Policy from Harvard University (USA), and a PhD in Education from the University of Cambridge (UK).

Maia Chankseliani serves as the Editor-in-Chief of the International Journal of Educational Research.

Nigel is Associate Professor of Education and Values. His research encompasses belief and values-based questions across education and research, including:

  • Religions, beliefs and secularities
  • Laws human rights and courts
  • Education and professional ethics
  • Educational research ethics

He teaches across several courses, particularly on beliefs & values, philosophies of education and research, and qualitative and mixed methodologies.

Current professional associations: Association of University Lecturers in Religion and Education; British Education Research Association; European Association of Research in Learning and Instruction; International Seminar for Religious Education and Values; Philosophy of Education (Great Britain) Society.

He is on the editorial board of Religionspädagogik in pluraler Gesellschaft, and regularly reviews for: British Journal of Religious Education, Journal of Beliefs and Values, Journal of Contemporary Religion, Oxford Review of Education, Religion, and Teachers and Teacher Education.

Advisory & consultancy: Nigel has been external advisor on research projects across Europe. He welcomes consultancy work with schools, educational organisations and governments, and has carried out projects around the world, notably in Bhutan, India and Lebanon.

Steve is Associate Professor of Teacher Education. He is subject lead for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln. He leads the interdisciplinary Education and Training for the Climate (ETC) Hub at Oxford.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and a DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a qualified Mountain Leader and rock climbing instructor, and Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, work that is developing through three progress reports on Geographical Education: (I) fields, interactions and relationships; (II) anti-racist, decolonial futures; (III) climate change education (forthcoming). His research has been funded by the GCRF, ESRC, AHRC, ICHR, Nuffield Foundation, Leverhulme Trust, Newton Fund, British Council, and PESGB. Recent collaborations include: Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune; the role of cultural heritage in curriculum making in Kolkata (GCRF); and the Smart Cities Network for Sustainable Urban Future project (ESRC / Newton Fund) which was shortlisted for the Newton Prize (India).

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’ which was shortlisted for the Vice-Chancellor’s teaching awards. These ideas are taken further in the context of school geography through his (2024) book: The Geography Teaching Adventure: reclaiming exploration to inspire curriculum and pedagogy.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

David Mills is an Associate Professor and Director of the Centre for Global Higher Education (CGHE).

His current research focuses on the political economy of the global science system, and its impact on institutional research and publishing cultures in African universities. His most recent book is ‘Who Counts: Ghanaian Academic Publishing and Global Science’, co-written with colleagues from the University of Ghana and Oxford, and available open access from African Minds:  https://www.africanminds.co.za/who-counts/

Trained in Anthropology, and with inter-disciplinary research interests, David uses ethnographic methods to study the inequalities created by global higher education. He is particularly interested in African university research cultures and the role of diamond Open Access scholarly journals within knowledge ecosystems.

He welcomes enquiries from potential doctoral students interested in studying African Higher Education, as well as research and publishing cultures.

Alis Oancea is Professor of Philosophy of Education and Research Policy and specialises in meta-research. She is also Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation and coordinator of the Department’s Policy, Economy and Society Research Theme.

Alis studies research practice, policy and governance, higher education and philosophy of research – including research and innovation ecosystems, responsible research and innovation, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities. Contributions to the integration and development of the field of meta-research include the collaborative production of the Handbook of Meta-Research (2024). This strand of work is complemented with a strong interest in teacher education research, knowledge and values in education, and the role of research in education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; and is Doctor Honoris Causa (Socialium Scientiarium) of the University of the West, Timisoara. She is a Fellow of the Academy of Social Sciences.

She currently leads a four-year ESRC/ CGHE research-on-research project  of international scale, co-leads the Responsible Knowledge Exchange, Engagement and Impact project, is CI on a Research Culture project focused on contributorship and authorship, and Chief Editorial Advisor of Routledge Open Research (Education). She is Research Coordinator in Kellogg College, Oxford, and Deputy Director of the ongoing ESRC CGHE Centre for Global Higher Education (2024-2029).

Past leadership roles have included Director of Research and REF 2021 coordinator in the Department (2016-20) and Deputy Director for Research before that, as well as Senior Academic Advisor on Impact, University of Oxford. She was Executive Council member and trustee of the British Educational Research Association Council member of the European Educational Research Association.

SELECTED PROFESSIONAL ACTIVITIES

University leadership:

  • Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation, University of Oxford
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Research Practice Group member, University of Oxford
  • Pro-Proctor, University of Oxford (2017-18)
  • Research Theme Coordinator,  Policy, Economy and Society (currently, also 2014-16)
  • Director of ESRC CGHE Centre for Global Higher Education (2024-2029) and member of Research Management Committee, ESRC Centre for Global Higher Education (2019-24)
  • Research Group co-lead, Philosophy, Religion and Education, Oxford
  • Research Coordinator, Kellogg College, Oxford
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)

 

Policy and funder reviews and expert groups:

 

Research(er) evaluation panels:

  • Chair, Education panel, Science and Technology Foundation, Portugal
  • Vice-chair of Education panel, Academy of Finland
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
  • Vice-chair, multiple Horizon Europe funding calls
  • Member of steering panel, research centres competition, ESRC
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • External Examiner, MSc Science and Technology Policy (Sussex)
  • Institutional reviews at University of Leuven, Belgium, University of Hong Kong
  • Recruitment panels in different universities

 

Editorship:

  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Joint Editor, Oxford Review of Education
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of BERA’s ‘Research Intelligence’ (2010-12)
  • Editorial board member: Review of Education; Educational Theory (review board), Journal of Educational Sciences

 

Learned societies:

  • Fellow of the Academy of Social Sciences, UK
  • Fellow of the Higher Education Academy, UK
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member, European Educational Research Association (2011-12)
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Convenor, Philosophy of Education Society of Great Britain, Oxford Branch
  • Member of BERA’s Academic Publications Committee
  • Member of the Research and International Forum of UCET (ongoing)

 

Susan is an Honorary Research Fellow and former Deputy Director of the department.

Susan completed a B.Ed at  Queensland University of Technology (QUT), Australia, and read for a MSc in Comparative and International Education and a DPhil in Education at the University of Oxford. Susan’s entire career has been in education in various forms: she taught in secondary schools in Australia and England before starting her academic career.

Susan’s research interests are in the following areas:

  • Technical and vocational education and training policy
  • Vocational excellence
  • Apprenticeship
  • Work based and professional learning
  • Quality and esteem in FE
  • Territory landscape
  • Skills economy

Professor Ewart Keep holds the chair in Education, Training and Skills at the Department of Education, Oxford University.

He was one of the founders and a director of the Centre on Skills, Knowledge & Organisational Performance (SKOPE). SKOPE was funded by the ESRC for the first 15 years of its life. Before coming to Oxford, he worked for 21 years in Warwick Business School, and then at the School of Social Sciences, Cardiff University. He has been at Oxford since 2013.

His first degree was in Modern History, Economic History and Politics (Royal Holloway College, University of London) and his PhD is in Industrial relations (University of Warwick). He has researched and written on apprenticeships, personnel management in schools and HE, HE policy more generally, the relationship between skills and economic performance, managerial attitudes towards investing in skills, qualifications reform, the youth labour market, adult and lifelong learning, and skills policy formation and enactment across the four UK nations. He is currently managing an ESRC-funded project on NEETs (those not in education, employment or training) in the UK, as part of a wider European project on NEETs.

He has served on major committees of the Scottish Funding Council, Higher Education Funding Council for England, and the Higher Education Funding Council for Wales, as well as advising HM Treasury, DBIS, DfE, the No.10 Policy Unit, the Cabinet Office, the UK Commission on Employment and Skills, the Scottish, Welsh, New South Wales, Queensland and New Zealand governments, the NAO, the OECD, and various professional bodies and think tanks (including Demos and IPPR). He also acted as an advisor to a Government Office for Science (Foresight) project on adult learning and the changing labour market, and was a member of the Greater London Authority’s task and finish group on the skills strategy for London. He is currently a member of the Scottish Government’s Labour Market Strategy Group.

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford where she leads a flagship master’s course in Comparative and International Education. She convenes the Comparative and International Education Research Group at the Department of Education.

Within comparative and international education, Maia Chankseliani works at the intersection of tertiary education and development. She researches societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies.

Methodologically, she utilises both qualitative and quantitative methods. Her work often combines secondary data analysis with insights gathered through semi-structured interviews and contextualised case studies.

Maia Chankseliani has published four books in the field of comparative and international education: What Happened to the Soviet University? (2022), Building Research Capacity at Universities: Insights from Post-Soviet Countries (2022), Comparing Post-Socialist Transformations: Purposes, Policies, and Practices in Education (2018), and Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice (2013).

She currently leads a major research project examining the impact of international mobility on world development (funded by the U.S. Department of State). Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, British Council, World Bank, Qatar Foundation, the European Commission.

With a background in education research, teaching, policy-making, leadership, and consultancy, Maia Chankseliani brings to her role extensive experience in diverse international settings. This breadth of experience informs her research and enables her to bridge theory and practice.

Maia Chankseliani engages with governments and gives academic and policy-relevant talks nationally and internationally. Her research regularly features in national and international media.

She holds a BA in Philology from Tbilisi State University (Georgia), an Ed. M in International Education Policy from Harvard University (USA), and a PhD in Education from the University of Cambridge (UK).

Maia Chankseliani serves as the Editor-in-Chief of the International Journal of Educational Research.

Nigel is Associate Professor of Education and Values. His research encompasses belief and values-based questions across education and research, including:

  • Religions, beliefs and secularities
  • Laws human rights and courts
  • Education and professional ethics
  • Educational research ethics

He teaches across several courses, particularly on beliefs & values, philosophies of education and research, and qualitative and mixed methodologies.

Current professional associations: Association of University Lecturers in Religion and Education; British Education Research Association; European Association of Research in Learning and Instruction; International Seminar for Religious Education and Values; Philosophy of Education (Great Britain) Society.

He is on the editorial board of Religionspädagogik in pluraler Gesellschaft, and regularly reviews for: British Journal of Religious Education, Journal of Beliefs and Values, Journal of Contemporary Religion, Oxford Review of Education, Religion, and Teachers and Teacher Education.

Advisory & consultancy: Nigel has been external advisor on research projects across Europe. He welcomes consultancy work with schools, educational organisations and governments, and has carried out projects around the world, notably in Bhutan, India and Lebanon.

Steve is Associate Professor of Teacher Education. He is subject lead for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln. He leads the interdisciplinary Education and Training for the Climate (ETC) Hub at Oxford.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and a DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a qualified Mountain Leader and rock climbing instructor, and Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, work that is developing through three progress reports on Geographical Education: (I) fields, interactions and relationships; (II) anti-racist, decolonial futures; (III) climate change education (forthcoming). His research has been funded by the GCRF, ESRC, AHRC, ICHR, Nuffield Foundation, Leverhulme Trust, Newton Fund, British Council, and PESGB. Recent collaborations include: Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune; the role of cultural heritage in curriculum making in Kolkata (GCRF); and the Smart Cities Network for Sustainable Urban Future project (ESRC / Newton Fund) which was shortlisted for the Newton Prize (India).

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’ which was shortlisted for the Vice-Chancellor’s teaching awards. These ideas are taken further in the context of school geography through his (2024) book: The Geography Teaching Adventure: reclaiming exploration to inspire curriculum and pedagogy.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

David Mills is an Associate Professor and Director of the Centre for Global Higher Education (CGHE).

His current research focuses on the political economy of the global science system, and its impact on institutional research and publishing cultures in African universities. His most recent book is ‘Who Counts: Ghanaian Academic Publishing and Global Science’, co-written with colleagues from the University of Ghana and Oxford, and available open access from African Minds:  https://www.africanminds.co.za/who-counts/

Trained in Anthropology, and with inter-disciplinary research interests, David uses ethnographic methods to study the inequalities created by global higher education. He is particularly interested in African university research cultures and the role of diamond Open Access scholarly journals within knowledge ecosystems.

He welcomes enquiries from potential doctoral students interested in studying African Higher Education, as well as research and publishing cultures.

Alis Oancea is Professor of Philosophy of Education and Research Policy and specialises in meta-research. She is also Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation and coordinator of the Department’s Policy, Economy and Society Research Theme.

Alis studies research practice, policy and governance, higher education and philosophy of research – including research and innovation ecosystems, responsible research and innovation, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities. Contributions to the integration and development of the field of meta-research include the collaborative production of the Handbook of Meta-Research (2024). This strand of work is complemented with a strong interest in teacher education research, knowledge and values in education, and the role of research in education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; and is Doctor Honoris Causa (Socialium Scientiarium) of the University of the West, Timisoara. She is a Fellow of the Academy of Social Sciences.

She currently leads a four-year ESRC/ CGHE research-on-research project  of international scale, co-leads the Responsible Knowledge Exchange, Engagement and Impact project, is CI on a Research Culture project focused on contributorship and authorship, and Chief Editorial Advisor of Routledge Open Research (Education). She is Research Coordinator in Kellogg College, Oxford, and Deputy Director of the ongoing ESRC CGHE Centre for Global Higher Education (2024-2029).

Past leadership roles have included Director of Research and REF 2021 coordinator in the Department (2016-20) and Deputy Director for Research before that, as well as Senior Academic Advisor on Impact, University of Oxford. She was Executive Council member and trustee of the British Educational Research Association Council member of the European Educational Research Association.

SELECTED PROFESSIONAL ACTIVITIES

University leadership:

  • Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation, University of Oxford
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Research Practice Group member, University of Oxford
  • Pro-Proctor, University of Oxford (2017-18)
  • Research Theme Coordinator,  Policy, Economy and Society (currently, also 2014-16)
  • Director of ESRC CGHE Centre for Global Higher Education (2024-2029) and member of Research Management Committee, ESRC Centre for Global Higher Education (2019-24)
  • Research Group co-lead, Philosophy, Religion and Education, Oxford
  • Research Coordinator, Kellogg College, Oxford
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)

 

Policy and funder reviews and expert groups:

 

Research(er) evaluation panels:

  • Chair, Education panel, Science and Technology Foundation, Portugal
  • Vice-chair of Education panel, Academy of Finland
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
  • Vice-chair, multiple Horizon Europe funding calls
  • Member of steering panel, research centres competition, ESRC
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • External Examiner, MSc Science and Technology Policy (Sussex)
  • Institutional reviews at University of Leuven, Belgium, University of Hong Kong
  • Recruitment panels in different universities

 

Editorship:

  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Joint Editor, Oxford Review of Education
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of BERA’s ‘Research Intelligence’ (2010-12)
  • Editorial board member: Review of Education; Educational Theory (review board), Journal of Educational Sciences

 

Learned societies:

  • Fellow of the Academy of Social Sciences, UK
  • Fellow of the Higher Education Academy, UK
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member, European Educational Research Association (2011-12)
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Convenor, Philosophy of Education Society of Great Britain, Oxford Branch
  • Member of BERA’s Academic Publications Committee
  • Member of the Research and International Forum of UCET (ongoing)

 

Susan is an Honorary Research Fellow and former Deputy Director of the department.

Susan completed a B.Ed at  Queensland University of Technology (QUT), Australia, and read for a MSc in Comparative and International Education and a DPhil in Education at the University of Oxford. Susan’s entire career has been in education in various forms: she taught in secondary schools in Australia and England before starting her academic career.

Susan’s research interests are in the following areas:

  • Technical and vocational education and training policy
  • Vocational excellence
  • Apprenticeship
  • Work based and professional learning
  • Quality and esteem in FE
  • Territory landscape
  • Skills economy

Professor Ewart Keep holds the chair in Education, Training and Skills at the Department of Education, Oxford University.

He was one of the founders and a director of the Centre on Skills, Knowledge & Organisational Performance (SKOPE). SKOPE was funded by the ESRC for the first 15 years of its life. Before coming to Oxford, he worked for 21 years in Warwick Business School, and then at the School of Social Sciences, Cardiff University. He has been at Oxford since 2013.

His first degree was in Modern History, Economic History and Politics (Royal Holloway College, University of London) and his PhD is in Industrial relations (University of Warwick). He has researched and written on apprenticeships, personnel management in schools and HE, HE policy more generally, the relationship between skills and economic performance, managerial attitudes towards investing in skills, qualifications reform, the youth labour market, adult and lifelong learning, and skills policy formation and enactment across the four UK nations. He is currently managing an ESRC-funded project on NEETs (those not in education, employment or training) in the UK, as part of a wider European project on NEETs.

He has served on major committees of the Scottish Funding Council, Higher Education Funding Council for England, and the Higher Education Funding Council for Wales, as well as advising HM Treasury, DBIS, DfE, the No.10 Policy Unit, the Cabinet Office, the UK Commission on Employment and Skills, the Scottish, Welsh, New South Wales, Queensland and New Zealand governments, the NAO, the OECD, and various professional bodies and think tanks (including Demos and IPPR). He also acted as an advisor to a Government Office for Science (Foresight) project on adult learning and the changing labour market, and was a member of the Greater London Authority’s task and finish group on the skills strategy for London. He is currently a member of the Scottish Government’s Labour Market Strategy Group.

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford where she leads a flagship master’s course in Comparative and International Education. She convenes the Comparative and International Education Research Group at the Department of Education.

Within comparative and international education, Maia Chankseliani works at the intersection of tertiary education and development. She researches societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies.

Methodologically, she utilises both qualitative and quantitative methods. Her work often combines secondary data analysis with insights gathered through semi-structured interviews and contextualised case studies.

Maia Chankseliani has published four books in the field of comparative and international education: What Happened to the Soviet University? (2022), Building Research Capacity at Universities: Insights from Post-Soviet Countries (2022), Comparing Post-Socialist Transformations: Purposes, Policies, and Practices in Education (2018), and Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice (2013).

She currently leads a major research project examining the impact of international mobility on world development (funded by the U.S. Department of State). Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, British Council, World Bank, Qatar Foundation, the European Commission.

With a background in education research, teaching, policy-making, leadership, and consultancy, Maia Chankseliani brings to her role extensive experience in diverse international settings. This breadth of experience informs her research and enables her to bridge theory and practice.

Maia Chankseliani engages with governments and gives academic and policy-relevant talks nationally and internationally. Her research regularly features in national and international media.

She holds a BA in Philology from Tbilisi State University (Georgia), an Ed. M in International Education Policy from Harvard University (USA), and a PhD in Education from the University of Cambridge (UK).

Maia Chankseliani serves as the Editor-in-Chief of the International Journal of Educational Research.

Nigel is Associate Professor of Education and Values. His research encompasses belief and values-based questions across education and research, including:

  • Religions, beliefs and secularities
  • Laws human rights and courts
  • Education and professional ethics
  • Educational research ethics

He teaches across several courses, particularly on beliefs & values, philosophies of education and research, and qualitative and mixed methodologies.

Current professional associations: Association of University Lecturers in Religion and Education; British Education Research Association; European Association of Research in Learning and Instruction; International Seminar for Religious Education and Values; Philosophy of Education (Great Britain) Society.

He is on the editorial board of Religionspädagogik in pluraler Gesellschaft, and regularly reviews for: British Journal of Religious Education, Journal of Beliefs and Values, Journal of Contemporary Religion, Oxford Review of Education, Religion, and Teachers and Teacher Education.

Advisory & consultancy: Nigel has been external advisor on research projects across Europe. He welcomes consultancy work with schools, educational organisations and governments, and has carried out projects around the world, notably in Bhutan, India and Lebanon.

Steve is Associate Professor of Teacher Education. He is subject lead for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln. He leads the interdisciplinary Education and Training for the Climate (ETC) Hub at Oxford.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and a DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a qualified Mountain Leader and rock climbing instructor, and Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, work that is developing through three progress reports on Geographical Education: (I) fields, interactions and relationships; (II) anti-racist, decolonial futures; (III) climate change education (forthcoming). His research has been funded by the GCRF, ESRC, AHRC, ICHR, Nuffield Foundation, Leverhulme Trust, Newton Fund, British Council, and PESGB. Recent collaborations include: Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune; the role of cultural heritage in curriculum making in Kolkata (GCRF); and the Smart Cities Network for Sustainable Urban Future project (ESRC / Newton Fund) which was shortlisted for the Newton Prize (India).

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’ which was shortlisted for the Vice-Chancellor’s teaching awards. These ideas are taken further in the context of school geography through his (2024) book: The Geography Teaching Adventure: reclaiming exploration to inspire curriculum and pedagogy.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

David Mills is an Associate Professor and Director of the Centre for Global Higher Education (CGHE).

His current research focuses on the political economy of the global science system, and its impact on institutional research and publishing cultures in African universities. His most recent book is ‘Who Counts: Ghanaian Academic Publishing and Global Science’, co-written with colleagues from the University of Ghana and Oxford, and available open access from African Minds:  https://www.africanminds.co.za/who-counts/

Trained in Anthropology, and with inter-disciplinary research interests, David uses ethnographic methods to study the inequalities created by global higher education. He is particularly interested in African university research cultures and the role of diamond Open Access scholarly journals within knowledge ecosystems.

He welcomes enquiries from potential doctoral students interested in studying African Higher Education, as well as research and publishing cultures.

Alis Oancea is Professor of Philosophy of Education and Research Policy and specialises in meta-research. She is also Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation and coordinator of the Department’s Policy, Economy and Society Research Theme.

Alis studies research practice, policy and governance, higher education and philosophy of research – including research and innovation ecosystems, responsible research and innovation, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities. Contributions to the integration and development of the field of meta-research include the collaborative production of the Handbook of Meta-Research (2024). This strand of work is complemented with a strong interest in teacher education research, knowledge and values in education, and the role of research in education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; and is Doctor Honoris Causa (Socialium Scientiarium) of the University of the West, Timisoara. She is a Fellow of the Academy of Social Sciences.

She currently leads a four-year ESRC/ CGHE research-on-research project  of international scale, co-leads the Responsible Knowledge Exchange, Engagement and Impact project, is CI on a Research Culture project focused on contributorship and authorship, and Chief Editorial Advisor of Routledge Open Research (Education). She is Research Coordinator in Kellogg College, Oxford, and Deputy Director of the ongoing ESRC CGHE Centre for Global Higher Education (2024-2029).

Past leadership roles have included Director of Research and REF 2021 coordinator in the Department (2016-20) and Deputy Director for Research before that, as well as Senior Academic Advisor on Impact, University of Oxford. She was Executive Council member and trustee of the British Educational Research Association Council member of the European Educational Research Association.

SELECTED PROFESSIONAL ACTIVITIES

University leadership:

  • Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation, University of Oxford
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Research Practice Group member, University of Oxford
  • Pro-Proctor, University of Oxford (2017-18)
  • Research Theme Coordinator,  Policy, Economy and Society (currently, also 2014-16)
  • Director of ESRC CGHE Centre for Global Higher Education (2024-2029) and member of Research Management Committee, ESRC Centre for Global Higher Education (2019-24)
  • Research Group co-lead, Philosophy, Religion and Education, Oxford
  • Research Coordinator, Kellogg College, Oxford
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)

 

Policy and funder reviews and expert groups:

 

Research(er) evaluation panels:

  • Chair, Education panel, Science and Technology Foundation, Portugal
  • Vice-chair of Education panel, Academy of Finland
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
  • Vice-chair, multiple Horizon Europe funding calls
  • Member of steering panel, research centres competition, ESRC
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • External Examiner, MSc Science and Technology Policy (Sussex)
  • Institutional reviews at University of Leuven, Belgium, University of Hong Kong
  • Recruitment panels in different universities

 

Editorship:

  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Joint Editor, Oxford Review of Education
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of BERA’s ‘Research Intelligence’ (2010-12)
  • Editorial board member: Review of Education; Educational Theory (review board), Journal of Educational Sciences

 

Learned societies:

  • Fellow of the Academy of Social Sciences, UK
  • Fellow of the Higher Education Academy, UK
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member, European Educational Research Association (2011-12)
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Convenor, Philosophy of Education Society of Great Britain, Oxford Branch
  • Member of BERA’s Academic Publications Committee
  • Member of the Research and International Forum of UCET (ongoing)

 

Susan is an Honorary Research Fellow and former Deputy Director of the department.

Susan completed a B.Ed at  Queensland University of Technology (QUT), Australia, and read for a MSc in Comparative and International Education and a DPhil in Education at the University of Oxford. Susan’s entire career has been in education in various forms: she taught in secondary schools in Australia and England before starting her academic career.

Susan’s research interests are in the following areas:

  • Technical and vocational education and training policy
  • Vocational excellence
  • Apprenticeship
  • Work based and professional learning
  • Quality and esteem in FE
  • Territory landscape
  • Skills economy

Professor Ewart Keep holds the chair in Education, Training and Skills at the Department of Education, Oxford University.

He was one of the founders and a director of the Centre on Skills, Knowledge & Organisational Performance (SKOPE). SKOPE was funded by the ESRC for the first 15 years of its life. Before coming to Oxford, he worked for 21 years in Warwick Business School, and then at the School of Social Sciences, Cardiff University. He has been at Oxford since 2013.

His first degree was in Modern History, Economic History and Politics (Royal Holloway College, University of London) and his PhD is in Industrial relations (University of Warwick). He has researched and written on apprenticeships, personnel management in schools and HE, HE policy more generally, the relationship between skills and economic performance, managerial attitudes towards investing in skills, qualifications reform, the youth labour market, adult and lifelong learning, and skills policy formation and enactment across the four UK nations. He is currently managing an ESRC-funded project on NEETs (those not in education, employment or training) in the UK, as part of a wider European project on NEETs.

He has served on major committees of the Scottish Funding Council, Higher Education Funding Council for England, and the Higher Education Funding Council for Wales, as well as advising HM Treasury, DBIS, DfE, the No.10 Policy Unit, the Cabinet Office, the UK Commission on Employment and Skills, the Scottish, Welsh, New South Wales, Queensland and New Zealand governments, the NAO, the OECD, and various professional bodies and think tanks (including Demos and IPPR). He also acted as an advisor to a Government Office for Science (Foresight) project on adult learning and the changing labour market, and was a member of the Greater London Authority’s task and finish group on the skills strategy for London. He is currently a member of the Scottish Government’s Labour Market Strategy Group.

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford where she leads a flagship master’s course in Comparative and International Education. She convenes the Comparative and International Education Research Group at the Department of Education.

Within comparative and international education, Maia Chankseliani works at the intersection of tertiary education and development. She researches societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies.

Methodologically, she utilises both qualitative and quantitative methods. Her work often combines secondary data analysis with insights gathered through semi-structured interviews and contextualised case studies.

Maia Chankseliani has published four books in the field of comparative and international education: What Happened to the Soviet University? (2022), Building Research Capacity at Universities: Insights from Post-Soviet Countries (2022), Comparing Post-Socialist Transformations: Purposes, Policies, and Practices in Education (2018), and Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice (2013).

She currently leads a major research project examining the impact of international mobility on world development (funded by the U.S. Department of State). Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, British Council, World Bank, Qatar Foundation, the European Commission.

With a background in education research, teaching, policy-making, leadership, and consultancy, Maia Chankseliani brings to her role extensive experience in diverse international settings. This breadth of experience informs her research and enables her to bridge theory and practice.

Maia Chankseliani engages with governments and gives academic and policy-relevant talks nationally and internationally. Her research regularly features in national and international media.

She holds a BA in Philology from Tbilisi State University (Georgia), an Ed. M in International Education Policy from Harvard University (USA), and a PhD in Education from the University of Cambridge (UK).

Maia Chankseliani serves as the Editor-in-Chief of the International Journal of Educational Research.

Nigel is Associate Professor of Education and Values. His research encompasses belief and values-based questions across education and research, including:

  • Religions, beliefs and secularities
  • Laws human rights and courts
  • Education and professional ethics
  • Educational research ethics

He teaches across several courses, particularly on beliefs & values, philosophies of education and research, and qualitative and mixed methodologies.

Current professional associations: Association of University Lecturers in Religion and Education; British Education Research Association; European Association of Research in Learning and Instruction; International Seminar for Religious Education and Values; Philosophy of Education (Great Britain) Society.

He is on the editorial board of Religionspädagogik in pluraler Gesellschaft, and regularly reviews for: British Journal of Religious Education, Journal of Beliefs and Values, Journal of Contemporary Religion, Oxford Review of Education, Religion, and Teachers and Teacher Education.

Advisory & consultancy: Nigel has been external advisor on research projects across Europe. He welcomes consultancy work with schools, educational organisations and governments, and has carried out projects around the world, notably in Bhutan, India and Lebanon.

Steve is Associate Professor of Teacher Education. He is subject lead for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln. He leads the interdisciplinary Education and Training for the Climate (ETC) Hub at Oxford.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and a DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a qualified Mountain Leader and rock climbing instructor, and Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, work that is developing through three progress reports on Geographical Education: (I) fields, interactions and relationships; (II) anti-racist, decolonial futures; (III) climate change education (forthcoming). His research has been funded by the GCRF, ESRC, AHRC, ICHR, Nuffield Foundation, Leverhulme Trust, Newton Fund, British Council, and PESGB. Recent collaborations include: Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune; the role of cultural heritage in curriculum making in Kolkata (GCRF); and the Smart Cities Network for Sustainable Urban Future project (ESRC / Newton Fund) which was shortlisted for the Newton Prize (India).

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’ which was shortlisted for the Vice-Chancellor’s teaching awards. These ideas are taken further in the context of school geography through his (2024) book: The Geography Teaching Adventure: reclaiming exploration to inspire curriculum and pedagogy.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

David Mills is an Associate Professor and Director of the Centre for Global Higher Education (CGHE).

His current research focuses on the political economy of the global science system, and its impact on institutional research and publishing cultures in African universities. His most recent book is ‘Who Counts: Ghanaian Academic Publishing and Global Science’, co-written with colleagues from the University of Ghana and Oxford, and available open access from African Minds:  https://www.africanminds.co.za/who-counts/

Trained in Anthropology, and with inter-disciplinary research interests, David uses ethnographic methods to study the inequalities created by global higher education. He is particularly interested in African university research cultures and the role of diamond Open Access scholarly journals within knowledge ecosystems.

He welcomes enquiries from potential doctoral students interested in studying African Higher Education, as well as research and publishing cultures.

Alis Oancea is Professor of Philosophy of Education and Research Policy and specialises in meta-research. She is also Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation and coordinator of the Department’s Policy, Economy and Society Research Theme.

Alis studies research practice, policy and governance, higher education and philosophy of research – including research and innovation ecosystems, responsible research and innovation, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities. Contributions to the integration and development of the field of meta-research include the collaborative production of the Handbook of Meta-Research (2024). This strand of work is complemented with a strong interest in teacher education research, knowledge and values in education, and the role of research in education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; and is Doctor Honoris Causa (Socialium Scientiarium) of the University of the West, Timisoara. She is a Fellow of the Academy of Social Sciences.

She currently leads a four-year ESRC/ CGHE research-on-research project  of international scale, co-leads the Responsible Knowledge Exchange, Engagement and Impact project, is CI on a Research Culture project focused on contributorship and authorship, and Chief Editorial Advisor of Routledge Open Research (Education). She is Research Coordinator in Kellogg College, Oxford, and Deputy Director of the ongoing ESRC CGHE Centre for Global Higher Education (2024-2029).

Past leadership roles have included Director of Research and REF 2021 coordinator in the Department (2016-20) and Deputy Director for Research before that, as well as Senior Academic Advisor on Impact, University of Oxford. She was Executive Council member and trustee of the British Educational Research Association Council member of the European Educational Research Association.

SELECTED PROFESSIONAL ACTIVITIES

University leadership:

  • Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation, University of Oxford
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Research Practice Group member, University of Oxford
  • Pro-Proctor, University of Oxford (2017-18)
  • Research Theme Coordinator,  Policy, Economy and Society (currently, also 2014-16)
  • Director of ESRC CGHE Centre for Global Higher Education (2024-2029) and member of Research Management Committee, ESRC Centre for Global Higher Education (2019-24)
  • Research Group co-lead, Philosophy, Religion and Education, Oxford
  • Research Coordinator, Kellogg College, Oxford
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)

 

Policy and funder reviews and expert groups:

 

Research(er) evaluation panels:

  • Chair, Education panel, Science and Technology Foundation, Portugal
  • Vice-chair of Education panel, Academy of Finland
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
  • Vice-chair, multiple Horizon Europe funding calls
  • Member of steering panel, research centres competition, ESRC
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • External Examiner, MSc Science and Technology Policy (Sussex)
  • Institutional reviews at University of Leuven, Belgium, University of Hong Kong
  • Recruitment panels in different universities

 

Editorship:

  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Joint Editor, Oxford Review of Education
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of BERA’s ‘Research Intelligence’ (2010-12)
  • Editorial board member: Review of Education; Educational Theory (review board), Journal of Educational Sciences

 

Learned societies:

  • Fellow of the Academy of Social Sciences, UK
  • Fellow of the Higher Education Academy, UK
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member, European Educational Research Association (2011-12)
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Convenor, Philosophy of Education Society of Great Britain, Oxford Branch
  • Member of BERA’s Academic Publications Committee
  • Member of the Research and International Forum of UCET (ongoing)

 

Susan is an Honorary Research Fellow and former Deputy Director of the department.

Susan completed a B.Ed at  Queensland University of Technology (QUT), Australia, and read for a MSc in Comparative and International Education and a DPhil in Education at the University of Oxford. Susan’s entire career has been in education in various forms: she taught in secondary schools in Australia and England before starting her academic career.

Susan’s research interests are in the following areas:

  • Technical and vocational education and training policy
  • Vocational excellence
  • Apprenticeship
  • Work based and professional learning
  • Quality and esteem in FE
  • Territory landscape
  • Skills economy

Professor Ewart Keep holds the chair in Education, Training and Skills at the Department of Education, Oxford University.

He was one of the founders and a director of the Centre on Skills, Knowledge & Organisational Performance (SKOPE). SKOPE was funded by the ESRC for the first 15 years of its life. Before coming to Oxford, he worked for 21 years in Warwick Business School, and then at the School of Social Sciences, Cardiff University. He has been at Oxford since 2013.

His first degree was in Modern History, Economic History and Politics (Royal Holloway College, University of London) and his PhD is in Industrial relations (University of Warwick). He has researched and written on apprenticeships, personnel management in schools and HE, HE policy more generally, the relationship between skills and economic performance, managerial attitudes towards investing in skills, qualifications reform, the youth labour market, adult and lifelong learning, and skills policy formation and enactment across the four UK nations. He is currently managing an ESRC-funded project on NEETs (those not in education, employment or training) in the UK, as part of a wider European project on NEETs.

He has served on major committees of the Scottish Funding Council, Higher Education Funding Council for England, and the Higher Education Funding Council for Wales, as well as advising HM Treasury, DBIS, DfE, the No.10 Policy Unit, the Cabinet Office, the UK Commission on Employment and Skills, the Scottish, Welsh, New South Wales, Queensland and New Zealand governments, the NAO, the OECD, and various professional bodies and think tanks (including Demos and IPPR). He also acted as an advisor to a Government Office for Science (Foresight) project on adult learning and the changing labour market, and was a member of the Greater London Authority’s task and finish group on the skills strategy for London. He is currently a member of the Scottish Government’s Labour Market Strategy Group.

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford where she leads a flagship master’s course in Comparative and International Education. She convenes the Comparative and International Education Research Group at the Department of Education.

Within comparative and international education, Maia Chankseliani works at the intersection of tertiary education and development. She researches societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies.

Methodologically, she utilises both qualitative and quantitative methods. Her work often combines secondary data analysis with insights gathered through semi-structured interviews and contextualised case studies.

Maia Chankseliani has published four books in the field of comparative and international education: What Happened to the Soviet University? (2022), Building Research Capacity at Universities: Insights from Post-Soviet Countries (2022), Comparing Post-Socialist Transformations: Purposes, Policies, and Practices in Education (2018), and Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice (2013).

She currently leads a major research project examining the impact of international mobility on world development (funded by the U.S. Department of State). Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, British Council, World Bank, Qatar Foundation, the European Commission.

With a background in education research, teaching, policy-making, leadership, and consultancy, Maia Chankseliani brings to her role extensive experience in diverse international settings. This breadth of experience informs her research and enables her to bridge theory and practice.

Maia Chankseliani engages with governments and gives academic and policy-relevant talks nationally and internationally. Her research regularly features in national and international media.

She holds a BA in Philology from Tbilisi State University (Georgia), an Ed. M in International Education Policy from Harvard University (USA), and a PhD in Education from the University of Cambridge (UK).

Maia Chankseliani serves as the Editor-in-Chief of the International Journal of Educational Research.

Nigel is Associate Professor of Education and Values. His research encompasses belief and values-based questions across education and research, including:

  • Religions, beliefs and secularities
  • Laws human rights and courts
  • Education and professional ethics
  • Educational research ethics

He teaches across several courses, particularly on beliefs & values, philosophies of education and research, and qualitative and mixed methodologies.

Current professional associations: Association of University Lecturers in Religion and Education; British Education Research Association; European Association of Research in Learning and Instruction; International Seminar for Religious Education and Values; Philosophy of Education (Great Britain) Society.

He is on the editorial board of Religionspädagogik in pluraler Gesellschaft, and regularly reviews for: British Journal of Religious Education, Journal of Beliefs and Values, Journal of Contemporary Religion, Oxford Review of Education, Religion, and Teachers and Teacher Education.

Advisory & consultancy: Nigel has been external advisor on research projects across Europe. He welcomes consultancy work with schools, educational organisations and governments, and has carried out projects around the world, notably in Bhutan, India and Lebanon.

Steve is Associate Professor of Teacher Education. He is subject lead for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln. He leads the interdisciplinary Education and Training for the Climate (ETC) Hub at Oxford.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and a DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a qualified Mountain Leader and rock climbing instructor, and Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, work that is developing through three progress reports on Geographical Education: (I) fields, interactions and relationships; (II) anti-racist, decolonial futures; (III) climate change education (forthcoming). His research has been funded by the GCRF, ESRC, AHRC, ICHR, Nuffield Foundation, Leverhulme Trust, Newton Fund, British Council, and PESGB. Recent collaborations include: Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune; the role of cultural heritage in curriculum making in Kolkata (GCRF); and the Smart Cities Network for Sustainable Urban Future project (ESRC / Newton Fund) which was shortlisted for the Newton Prize (India).

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’ which was shortlisted for the Vice-Chancellor’s teaching awards. These ideas are taken further in the context of school geography through his (2024) book: The Geography Teaching Adventure: reclaiming exploration to inspire curriculum and pedagogy.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

David Mills is an Associate Professor and Director of the Centre for Global Higher Education (CGHE).

His current research focuses on the political economy of the global science system, and its impact on institutional research and publishing cultures in African universities. His most recent book is ‘Who Counts: Ghanaian Academic Publishing and Global Science’, co-written with colleagues from the University of Ghana and Oxford, and available open access from African Minds:  https://www.africanminds.co.za/who-counts/

Trained in Anthropology, and with inter-disciplinary research interests, David uses ethnographic methods to study the inequalities created by global higher education. He is particularly interested in African university research cultures and the role of diamond Open Access scholarly journals within knowledge ecosystems.

He welcomes enquiries from potential doctoral students interested in studying African Higher Education, as well as research and publishing cultures.

Alis Oancea is Professor of Philosophy of Education and Research Policy and specialises in meta-research. She is also Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation and coordinator of the Department’s Policy, Economy and Society Research Theme.

Alis studies research practice, policy and governance, higher education and philosophy of research – including research and innovation ecosystems, responsible research and innovation, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities. Contributions to the integration and development of the field of meta-research include the collaborative production of the Handbook of Meta-Research (2024). This strand of work is complemented with a strong interest in teacher education research, knowledge and values in education, and the role of research in education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; and is Doctor Honoris Causa (Socialium Scientiarium) of the University of the West, Timisoara. She is a Fellow of the Academy of Social Sciences.

She currently leads a four-year ESRC/ CGHE research-on-research project  of international scale, co-leads the Responsible Knowledge Exchange, Engagement and Impact project, is CI on a Research Culture project focused on contributorship and authorship, and Chief Editorial Advisor of Routledge Open Research (Education). She is Research Coordinator in Kellogg College, Oxford, and Deputy Director of the ongoing ESRC CGHE Centre for Global Higher Education (2024-2029).

Past leadership roles have included Director of Research and REF 2021 coordinator in the Department (2016-20) and Deputy Director for Research before that, as well as Senior Academic Advisor on Impact, University of Oxford. She was Executive Council member and trustee of the British Educational Research Association Council member of the European Educational Research Association.

SELECTED PROFESSIONAL ACTIVITIES

University leadership:

  • Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation, University of Oxford
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Research Practice Group member, University of Oxford
  • Pro-Proctor, University of Oxford (2017-18)
  • Research Theme Coordinator,  Policy, Economy and Society (currently, also 2014-16)
  • Director of ESRC CGHE Centre for Global Higher Education (2024-2029) and member of Research Management Committee, ESRC Centre for Global Higher Education (2019-24)
  • Research Group co-lead, Philosophy, Religion and Education, Oxford
  • Research Coordinator, Kellogg College, Oxford
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)

 

Policy and funder reviews and expert groups:

 

Research(er) evaluation panels:

  • Chair, Education panel, Science and Technology Foundation, Portugal
  • Vice-chair of Education panel, Academy of Finland
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
  • Vice-chair, multiple Horizon Europe funding calls
  • Member of steering panel, research centres competition, ESRC
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • External Examiner, MSc Science and Technology Policy (Sussex)
  • Institutional reviews at University of Leuven, Belgium, University of Hong Kong
  • Recruitment panels in different universities

 

Editorship:

  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Joint Editor, Oxford Review of Education
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of BERA’s ‘Research Intelligence’ (2010-12)
  • Editorial board member: Review of Education; Educational Theory (review board), Journal of Educational Sciences

 

Learned societies:

  • Fellow of the Academy of Social Sciences, UK
  • Fellow of the Higher Education Academy, UK
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member, European Educational Research Association (2011-12)
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Convenor, Philosophy of Education Society of Great Britain, Oxford Branch
  • Member of BERA’s Academic Publications Committee
  • Member of the Research and International Forum of UCET (ongoing)

 

Susan is an Honorary Research Fellow and former Deputy Director of the department.

Susan completed a B.Ed at  Queensland University of Technology (QUT), Australia, and read for a MSc in Comparative and International Education and a DPhil in Education at the University of Oxford. Susan’s entire career has been in education in various forms: she taught in secondary schools in Australia and England before starting her academic career.

Susan’s research interests are in the following areas:

  • Technical and vocational education and training policy
  • Vocational excellence
  • Apprenticeship
  • Work based and professional learning
  • Quality and esteem in FE
  • Territory landscape
  • Skills economy

Professor Ewart Keep holds the chair in Education, Training and Skills at the Department of Education, Oxford University.

He was one of the founders and a director of the Centre on Skills, Knowledge & Organisational Performance (SKOPE). SKOPE was funded by the ESRC for the first 15 years of its life. Before coming to Oxford, he worked for 21 years in Warwick Business School, and then at the School of Social Sciences, Cardiff University. He has been at Oxford since 2013.

His first degree was in Modern History, Economic History and Politics (Royal Holloway College, University of London) and his PhD is in Industrial relations (University of Warwick). He has researched and written on apprenticeships, personnel management in schools and HE, HE policy more generally, the relationship between skills and economic performance, managerial attitudes towards investing in skills, qualifications reform, the youth labour market, adult and lifelong learning, and skills policy formation and enactment across the four UK nations. He is currently managing an ESRC-funded project on NEETs (those not in education, employment or training) in the UK, as part of a wider European project on NEETs.

He has served on major committees of the Scottish Funding Council, Higher Education Funding Council for England, and the Higher Education Funding Council for Wales, as well as advising HM Treasury, DBIS, DfE, the No.10 Policy Unit, the Cabinet Office, the UK Commission on Employment and Skills, the Scottish, Welsh, New South Wales, Queensland and New Zealand governments, the NAO, the OECD, and various professional bodies and think tanks (including Demos and IPPR). He also acted as an advisor to a Government Office for Science (Foresight) project on adult learning and the changing labour market, and was a member of the Greater London Authority’s task and finish group on the skills strategy for London. He is currently a member of the Scottish Government’s Labour Market Strategy Group.

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford where she leads a flagship master’s course in Comparative and International Education. She convenes the Comparative and International Education Research Group at the Department of Education.

Within comparative and international education, Maia Chankseliani works at the intersection of tertiary education and development. She researches societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies.

Methodologically, she utilises both qualitative and quantitative methods. Her work often combines secondary data analysis with insights gathered through semi-structured interviews and contextualised case studies.

Maia Chankseliani has published four books in the field of comparative and international education: What Happened to the Soviet University? (2022), Building Research Capacity at Universities: Insights from Post-Soviet Countries (2022), Comparing Post-Socialist Transformations: Purposes, Policies, and Practices in Education (2018), and Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice (2013).

She currently leads a major research project examining the impact of international mobility on world development (funded by the U.S. Department of State). Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, British Council, World Bank, Qatar Foundation, the European Commission.

With a background in education research, teaching, policy-making, leadership, and consultancy, Maia Chankseliani brings to her role extensive experience in diverse international settings. This breadth of experience informs her research and enables her to bridge theory and practice.

Maia Chankseliani engages with governments and gives academic and policy-relevant talks nationally and internationally. Her research regularly features in national and international media.

She holds a BA in Philology from Tbilisi State University (Georgia), an Ed. M in International Education Policy from Harvard University (USA), and a PhD in Education from the University of Cambridge (UK).

Maia Chankseliani serves as the Editor-in-Chief of the International Journal of Educational Research.

Nigel is Associate Professor of Education and Values. His research encompasses belief and values-based questions across education and research, including:

  • Religions, beliefs and secularities
  • Laws human rights and courts
  • Education and professional ethics
  • Educational research ethics

He teaches across several courses, particularly on beliefs & values, philosophies of education and research, and qualitative and mixed methodologies.

Current professional associations: Association of University Lecturers in Religion and Education; British Education Research Association; European Association of Research in Learning and Instruction; International Seminar for Religious Education and Values; Philosophy of Education (Great Britain) Society.

He is on the editorial board of Religionspädagogik in pluraler Gesellschaft, and regularly reviews for: British Journal of Religious Education, Journal of Beliefs and Values, Journal of Contemporary Religion, Oxford Review of Education, Religion, and Teachers and Teacher Education.

Advisory & consultancy: Nigel has been external advisor on research projects across Europe. He welcomes consultancy work with schools, educational organisations and governments, and has carried out projects around the world, notably in Bhutan, India and Lebanon.

Steve is Associate Professor of Teacher Education. He is subject lead for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln. He leads the interdisciplinary Education and Training for the Climate (ETC) Hub at Oxford.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and a DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a qualified Mountain Leader and rock climbing instructor, and Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, work that is developing through three progress reports on Geographical Education: (I) fields, interactions and relationships; (II) anti-racist, decolonial futures; (III) climate change education (forthcoming). His research has been funded by the GCRF, ESRC, AHRC, ICHR, Nuffield Foundation, Leverhulme Trust, Newton Fund, British Council, and PESGB. Recent collaborations include: Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune; the role of cultural heritage in curriculum making in Kolkata (GCRF); and the Smart Cities Network for Sustainable Urban Future project (ESRC / Newton Fund) which was shortlisted for the Newton Prize (India).

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’ which was shortlisted for the Vice-Chancellor’s teaching awards. These ideas are taken further in the context of school geography through his (2024) book: The Geography Teaching Adventure: reclaiming exploration to inspire curriculum and pedagogy.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

David Mills is an Associate Professor and Director of the Centre for Global Higher Education (CGHE).

His current research focuses on the political economy of the global science system, and its impact on institutional research and publishing cultures in African universities. His most recent book is ‘Who Counts: Ghanaian Academic Publishing and Global Science’, co-written with colleagues from the University of Ghana and Oxford, and available open access from African Minds:  https://www.africanminds.co.za/who-counts/

Trained in Anthropology, and with inter-disciplinary research interests, David uses ethnographic methods to study the inequalities created by global higher education. He is particularly interested in African university research cultures and the role of diamond Open Access scholarly journals within knowledge ecosystems.

He welcomes enquiries from potential doctoral students interested in studying African Higher Education, as well as research and publishing cultures.

Alis Oancea is Professor of Philosophy of Education and Research Policy and specialises in meta-research. She is also Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation and coordinator of the Department’s Policy, Economy and Society Research Theme.

Alis studies research practice, policy and governance, higher education and philosophy of research – including research and innovation ecosystems, responsible research and innovation, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities. Contributions to the integration and development of the field of meta-research include the collaborative production of the Handbook of Meta-Research (2024). This strand of work is complemented with a strong interest in teacher education research, knowledge and values in education, and the role of research in education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; and is Doctor Honoris Causa (Socialium Scientiarium) of the University of the West, Timisoara. She is a Fellow of the Academy of Social Sciences.

She currently leads a four-year ESRC/ CGHE research-on-research project  of international scale, co-leads the Responsible Knowledge Exchange, Engagement and Impact project, is CI on a Research Culture project focused on contributorship and authorship, and Chief Editorial Advisor of Routledge Open Research (Education). She is Research Coordinator in Kellogg College, Oxford, and Deputy Director of the ongoing ESRC CGHE Centre for Global Higher Education (2024-2029).

Past leadership roles have included Director of Research and REF 2021 coordinator in the Department (2016-20) and Deputy Director for Research before that, as well as Senior Academic Advisor on Impact, University of Oxford. She was Executive Council member and trustee of the British Educational Research Association Council member of the European Educational Research Association.

SELECTED PROFESSIONAL ACTIVITIES

University leadership:

  • Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation, University of Oxford
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Research Practice Group member, University of Oxford
  • Pro-Proctor, University of Oxford (2017-18)
  • Research Theme Coordinator,  Policy, Economy and Society (currently, also 2014-16)
  • Director of ESRC CGHE Centre for Global Higher Education (2024-2029) and member of Research Management Committee, ESRC Centre for Global Higher Education (2019-24)
  • Research Group co-lead, Philosophy, Religion and Education, Oxford
  • Research Coordinator, Kellogg College, Oxford
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)

 

Policy and funder reviews and expert groups:

 

Research(er) evaluation panels:

  • Chair, Education panel, Science and Technology Foundation, Portugal
  • Vice-chair of Education panel, Academy of Finland
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
  • Vice-chair, multiple Horizon Europe funding calls
  • Member of steering panel, research centres competition, ESRC
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • External Examiner, MSc Science and Technology Policy (Sussex)
  • Institutional reviews at University of Leuven, Belgium, University of Hong Kong
  • Recruitment panels in different universities

 

Editorship:

  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Joint Editor, Oxford Review of Education
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of BERA’s ‘Research Intelligence’ (2010-12)
  • Editorial board member: Review of Education; Educational Theory (review board), Journal of Educational Sciences

 

Learned societies:

  • Fellow of the Academy of Social Sciences, UK
  • Fellow of the Higher Education Academy, UK
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member, European Educational Research Association (2011-12)
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Convenor, Philosophy of Education Society of Great Britain, Oxford Branch
  • Member of BERA’s Academic Publications Committee
  • Member of the Research and International Forum of UCET (ongoing)

 

Susan is an Honorary Research Fellow and former Deputy Director of the department.

Susan completed a B.Ed at  Queensland University of Technology (QUT), Australia, and read for a MSc in Comparative and International Education and a DPhil in Education at the University of Oxford. Susan’s entire career has been in education in various forms: she taught in secondary schools in Australia and England before starting her academic career.

Susan’s research interests are in the following areas:

  • Technical and vocational education and training policy
  • Vocational excellence
  • Apprenticeship
  • Work based and professional learning
  • Quality and esteem in FE
  • Territory landscape
  • Skills economy

Professor Ewart Keep holds the chair in Education, Training and Skills at the Department of Education, Oxford University.

He was one of the founders and a director of the Centre on Skills, Knowledge & Organisational Performance (SKOPE). SKOPE was funded by the ESRC for the first 15 years of its life. Before coming to Oxford, he worked for 21 years in Warwick Business School, and then at the School of Social Sciences, Cardiff University. He has been at Oxford since 2013.

His first degree was in Modern History, Economic History and Politics (Royal Holloway College, University of London) and his PhD is in Industrial relations (University of Warwick). He has researched and written on apprenticeships, personnel management in schools and HE, HE policy more generally, the relationship between skills and economic performance, managerial attitudes towards investing in skills, qualifications reform, the youth labour market, adult and lifelong learning, and skills policy formation and enactment across the four UK nations. He is currently managing an ESRC-funded project on NEETs (those not in education, employment or training) in the UK, as part of a wider European project on NEETs.

He has served on major committees of the Scottish Funding Council, Higher Education Funding Council for England, and the Higher Education Funding Council for Wales, as well as advising HM Treasury, DBIS, DfE, the No.10 Policy Unit, the Cabinet Office, the UK Commission on Employment and Skills, the Scottish, Welsh, New South Wales, Queensland and New Zealand governments, the NAO, the OECD, and various professional bodies and think tanks (including Demos and IPPR). He also acted as an advisor to a Government Office for Science (Foresight) project on adult learning and the changing labour market, and was a member of the Greater London Authority’s task and finish group on the skills strategy for London. He is currently a member of the Scottish Government’s Labour Market Strategy Group.

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford where she leads a flagship master’s course in Comparative and International Education. She convenes the Comparative and International Education Research Group at the Department of Education.

Within comparative and international education, Maia Chankseliani works at the intersection of tertiary education and development. She researches societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies.

Methodologically, she utilises both qualitative and quantitative methods. Her work often combines secondary data analysis with insights gathered through semi-structured interviews and contextualised case studies.

Maia Chankseliani has published four books in the field of comparative and international education: What Happened to the Soviet University? (2022), Building Research Capacity at Universities: Insights from Post-Soviet Countries (2022), Comparing Post-Socialist Transformations: Purposes, Policies, and Practices in Education (2018), and Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice (2013).

She currently leads a major research project examining the impact of international mobility on world development (funded by the U.S. Department of State). Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, British Council, World Bank, Qatar Foundation, the European Commission.

With a background in education research, teaching, policy-making, leadership, and consultancy, Maia Chankseliani brings to her role extensive experience in diverse international settings. This breadth of experience informs her research and enables her to bridge theory and practice.

Maia Chankseliani engages with governments and gives academic and policy-relevant talks nationally and internationally. Her research regularly features in national and international media.

She holds a BA in Philology from Tbilisi State University (Georgia), an Ed. M in International Education Policy from Harvard University (USA), and a PhD in Education from the University of Cambridge (UK).

Maia Chankseliani serves as the Editor-in-Chief of the International Journal of Educational Research.

Nigel is Associate Professor of Education and Values. His research encompasses belief and values-based questions across education and research, including:

  • Religions, beliefs and secularities
  • Laws human rights and courts
  • Education and professional ethics
  • Educational research ethics

He teaches across several courses, particularly on beliefs & values, philosophies of education and research, and qualitative and mixed methodologies.

Current professional associations: Association of University Lecturers in Religion and Education; British Education Research Association; European Association of Research in Learning and Instruction; International Seminar for Religious Education and Values; Philosophy of Education (Great Britain) Society.

He is on the editorial board of Religionspädagogik in pluraler Gesellschaft, and regularly reviews for: British Journal of Religious Education, Journal of Beliefs and Values, Journal of Contemporary Religion, Oxford Review of Education, Religion, and Teachers and Teacher Education.

Advisory & consultancy: Nigel has been external advisor on research projects across Europe. He welcomes consultancy work with schools, educational organisations and governments, and has carried out projects around the world, notably in Bhutan, India and Lebanon.

Steve is Associate Professor of Teacher Education. He is subject lead for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln. He leads the interdisciplinary Education and Training for the Climate (ETC) Hub at Oxford.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and a DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a qualified Mountain Leader and rock climbing instructor, and Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, work that is developing through three progress reports on Geographical Education: (I) fields, interactions and relationships; (II) anti-racist, decolonial futures; (III) climate change education (forthcoming). His research has been funded by the GCRF, ESRC, AHRC, ICHR, Nuffield Foundation, Leverhulme Trust, Newton Fund, British Council, and PESGB. Recent collaborations include: Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune; the role of cultural heritage in curriculum making in Kolkata (GCRF); and the Smart Cities Network for Sustainable Urban Future project (ESRC / Newton Fund) which was shortlisted for the Newton Prize (India).

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’ which was shortlisted for the Vice-Chancellor’s teaching awards. These ideas are taken further in the context of school geography through his (2024) book: The Geography Teaching Adventure: reclaiming exploration to inspire curriculum and pedagogy.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

David Mills is an Associate Professor and Director of the Centre for Global Higher Education (CGHE).

His current research focuses on the political economy of the global science system, and its impact on institutional research and publishing cultures in African universities. His most recent book is ‘Who Counts: Ghanaian Academic Publishing and Global Science’, co-written with colleagues from the University of Ghana and Oxford, and available open access from African Minds:  https://www.africanminds.co.za/who-counts/

Trained in Anthropology, and with inter-disciplinary research interests, David uses ethnographic methods to study the inequalities created by global higher education. He is particularly interested in African university research cultures and the role of diamond Open Access scholarly journals within knowledge ecosystems.

He welcomes enquiries from potential doctoral students interested in studying African Higher Education, as well as research and publishing cultures.

Alis Oancea is Professor of Philosophy of Education and Research Policy and specialises in meta-research. She is also Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation and coordinator of the Department’s Policy, Economy and Society Research Theme.

Alis studies research practice, policy and governance, higher education and philosophy of research – including research and innovation ecosystems, responsible research and innovation, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities. Contributions to the integration and development of the field of meta-research include the collaborative production of the Handbook of Meta-Research (2024). This strand of work is complemented with a strong interest in teacher education research, knowledge and values in education, and the role of research in education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; and is Doctor Honoris Causa (Socialium Scientiarium) of the University of the West, Timisoara. She is a Fellow of the Academy of Social Sciences.

She currently leads a four-year ESRC/ CGHE research-on-research project  of international scale, co-leads the Responsible Knowledge Exchange, Engagement and Impact project, is CI on a Research Culture project focused on contributorship and authorship, and Chief Editorial Advisor of Routledge Open Research (Education). She is Research Coordinator in Kellogg College, Oxford, and Deputy Director of the ongoing ESRC CGHE Centre for Global Higher Education (2024-2029).

Past leadership roles have included Director of Research and REF 2021 coordinator in the Department (2016-20) and Deputy Director for Research before that, as well as Senior Academic Advisor on Impact, University of Oxford. She was Executive Council member and trustee of the British Educational Research Association Council member of the European Educational Research Association.

SELECTED PROFESSIONAL ACTIVITIES

University leadership:

  • Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation, University of Oxford
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Research Practice Group member, University of Oxford
  • Pro-Proctor, University of Oxford (2017-18)
  • Research Theme Coordinator,  Policy, Economy and Society (currently, also 2014-16)
  • Director of ESRC CGHE Centre for Global Higher Education (2024-2029) and member of Research Management Committee, ESRC Centre for Global Higher Education (2019-24)
  • Research Group co-lead, Philosophy, Religion and Education, Oxford
  • Research Coordinator, Kellogg College, Oxford
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)

 

Policy and funder reviews and expert groups:

 

Research(er) evaluation panels:

  • Chair, Education panel, Science and Technology Foundation, Portugal
  • Vice-chair of Education panel, Academy of Finland
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
  • Vice-chair, multiple Horizon Europe funding calls
  • Member of steering panel, research centres competition, ESRC
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • External Examiner, MSc Science and Technology Policy (Sussex)
  • Institutional reviews at University of Leuven, Belgium, University of Hong Kong
  • Recruitment panels in different universities

 

Editorship:

  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Joint Editor, Oxford Review of Education
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of BERA’s ‘Research Intelligence’ (2010-12)
  • Editorial board member: Review of Education; Educational Theory (review board), Journal of Educational Sciences

 

Learned societies:

  • Fellow of the Academy of Social Sciences, UK
  • Fellow of the Higher Education Academy, UK
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member, European Educational Research Association (2011-12)
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Convenor, Philosophy of Education Society of Great Britain, Oxford Branch
  • Member of BERA’s Academic Publications Committee
  • Member of the Research and International Forum of UCET (ongoing)

 

Susan is an Honorary Research Fellow and former Deputy Director of the department.

Susan completed a B.Ed at  Queensland University of Technology (QUT), Australia, and read for a MSc in Comparative and International Education and a DPhil in Education at the University of Oxford. Susan’s entire career has been in education in various forms: she taught in secondary schools in Australia and England before starting her academic career.

Susan’s research interests are in the following areas:

  • Technical and vocational education and training policy
  • Vocational excellence
  • Apprenticeship
  • Work based and professional learning
  • Quality and esteem in FE
  • Territory landscape
  • Skills economy

Professor Ewart Keep holds the chair in Education, Training and Skills at the Department of Education, Oxford University.

He was one of the founders and a director of the Centre on Skills, Knowledge & Organisational Performance (SKOPE). SKOPE was funded by the ESRC for the first 15 years of its life. Before coming to Oxford, he worked for 21 years in Warwick Business School, and then at the School of Social Sciences, Cardiff University. He has been at Oxford since 2013.

His first degree was in Modern History, Economic History and Politics (Royal Holloway College, University of London) and his PhD is in Industrial relations (University of Warwick). He has researched and written on apprenticeships, personnel management in schools and HE, HE policy more generally, the relationship between skills and economic performance, managerial attitudes towards investing in skills, qualifications reform, the youth labour market, adult and lifelong learning, and skills policy formation and enactment across the four UK nations. He is currently managing an ESRC-funded project on NEETs (those not in education, employment or training) in the UK, as part of a wider European project on NEETs.

He has served on major committees of the Scottish Funding Council, Higher Education Funding Council for England, and the Higher Education Funding Council for Wales, as well as advising HM Treasury, DBIS, DfE, the No.10 Policy Unit, the Cabinet Office, the UK Commission on Employment and Skills, the Scottish, Welsh, New South Wales, Queensland and New Zealand governments, the NAO, the OECD, and various professional bodies and think tanks (including Demos and IPPR). He also acted as an advisor to a Government Office for Science (Foresight) project on adult learning and the changing labour market, and was a member of the Greater London Authority’s task and finish group on the skills strategy for London. He is currently a member of the Scottish Government’s Labour Market Strategy Group.

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford where she leads a flagship master’s course in Comparative and International Education. She convenes the Comparative and International Education Research Group at the Department of Education.

Within comparative and international education, Maia Chankseliani works at the intersection of tertiary education and development. She researches societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies.

Methodologically, she utilises both qualitative and quantitative methods. Her work often combines secondary data analysis with insights gathered through semi-structured interviews and contextualised case studies.

Maia Chankseliani has published four books in the field of comparative and international education: What Happened to the Soviet University? (2022), Building Research Capacity at Universities: Insights from Post-Soviet Countries (2022), Comparing Post-Socialist Transformations: Purposes, Policies, and Practices in Education (2018), and Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice (2013).

She currently leads a major research project examining the impact of international mobility on world development (funded by the U.S. Department of State). Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, British Council, World Bank, Qatar Foundation, the European Commission.

With a background in education research, teaching, policy-making, leadership, and consultancy, Maia Chankseliani brings to her role extensive experience in diverse international settings. This breadth of experience informs her research and enables her to bridge theory and practice.

Maia Chankseliani engages with governments and gives academic and policy-relevant talks nationally and internationally. Her research regularly features in national and international media.

She holds a BA in Philology from Tbilisi State University (Georgia), an Ed. M in International Education Policy from Harvard University (USA), and a PhD in Education from the University of Cambridge (UK).

Maia Chankseliani serves as the Editor-in-Chief of the International Journal of Educational Research.

Nigel is Associate Professor of Education and Values. His research encompasses belief and values-based questions across education and research, including:

  • Religions, beliefs and secularities
  • Laws human rights and courts
  • Education and professional ethics
  • Educational research ethics

He teaches across several courses, particularly on beliefs & values, philosophies of education and research, and qualitative and mixed methodologies.

Current professional associations: Association of University Lecturers in Religion and Education; British Education Research Association; European Association of Research in Learning and Instruction; International Seminar for Religious Education and Values; Philosophy of Education (Great Britain) Society.

He is on the editorial board of Religionspädagogik in pluraler Gesellschaft, and regularly reviews for: British Journal of Religious Education, Journal of Beliefs and Values, Journal of Contemporary Religion, Oxford Review of Education, Religion, and Teachers and Teacher Education.

Advisory & consultancy: Nigel has been external advisor on research projects across Europe. He welcomes consultancy work with schools, educational organisations and governments, and has carried out projects around the world, notably in Bhutan, India and Lebanon.

Steve is Associate Professor of Teacher Education. He is subject lead for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln. He leads the interdisciplinary Education and Training for the Climate (ETC) Hub at Oxford.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and a DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a qualified Mountain Leader and rock climbing instructor, and Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, work that is developing through three progress reports on Geographical Education: (I) fields, interactions and relationships; (II) anti-racist, decolonial futures; (III) climate change education (forthcoming). His research has been funded by the GCRF, ESRC, AHRC, ICHR, Nuffield Foundation, Leverhulme Trust, Newton Fund, British Council, and PESGB. Recent collaborations include: Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune; the role of cultural heritage in curriculum making in Kolkata (GCRF); and the Smart Cities Network for Sustainable Urban Future project (ESRC / Newton Fund) which was shortlisted for the Newton Prize (India).

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’ which was shortlisted for the Vice-Chancellor’s teaching awards. These ideas are taken further in the context of school geography through his (2024) book: The Geography Teaching Adventure: reclaiming exploration to inspire curriculum and pedagogy.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

David Mills is an Associate Professor and Director of the Centre for Global Higher Education (CGHE).

His current research focuses on the political economy of the global science system, and its impact on institutional research and publishing cultures in African universities. His most recent book is ‘Who Counts: Ghanaian Academic Publishing and Global Science’, co-written with colleagues from the University of Ghana and Oxford, and available open access from African Minds:  https://www.africanminds.co.za/who-counts/

Trained in Anthropology, and with inter-disciplinary research interests, David uses ethnographic methods to study the inequalities created by global higher education. He is particularly interested in African university research cultures and the role of diamond Open Access scholarly journals within knowledge ecosystems.

He welcomes enquiries from potential doctoral students interested in studying African Higher Education, as well as research and publishing cultures.

Alis Oancea is Professor of Philosophy of Education and Research Policy and specialises in meta-research. She is also Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation and coordinator of the Department’s Policy, Economy and Society Research Theme.

Alis studies research practice, policy and governance, higher education and philosophy of research – including research and innovation ecosystems, responsible research and innovation, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities. Contributions to the integration and development of the field of meta-research include the collaborative production of the Handbook of Meta-Research (2024). This strand of work is complemented with a strong interest in teacher education research, knowledge and values in education, and the role of research in education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; and is Doctor Honoris Causa (Socialium Scientiarium) of the University of the West, Timisoara. She is a Fellow of the Academy of Social Sciences.

She currently leads a four-year ESRC/ CGHE research-on-research project  of international scale, co-leads the Responsible Knowledge Exchange, Engagement and Impact project, is CI on a Research Culture project focused on contributorship and authorship, and Chief Editorial Advisor of Routledge Open Research (Education). She is Research Coordinator in Kellogg College, Oxford, and Deputy Director of the ongoing ESRC CGHE Centre for Global Higher Education (2024-2029).

Past leadership roles have included Director of Research and REF 2021 coordinator in the Department (2016-20) and Deputy Director for Research before that, as well as Senior Academic Advisor on Impact, University of Oxford. She was Executive Council member and trustee of the British Educational Research Association Council member of the European Educational Research Association.

SELECTED PROFESSIONAL ACTIVITIES

University leadership:

  • Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation, University of Oxford
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Research Practice Group member, University of Oxford
  • Pro-Proctor, University of Oxford (2017-18)
  • Research Theme Coordinator,  Policy, Economy and Society (currently, also 2014-16)
  • Director of ESRC CGHE Centre for Global Higher Education (2024-2029) and member of Research Management Committee, ESRC Centre for Global Higher Education (2019-24)
  • Research Group co-lead, Philosophy, Religion and Education, Oxford
  • Research Coordinator, Kellogg College, Oxford
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)

 

Policy and funder reviews and expert groups:

 

Research(er) evaluation panels:

  • Chair, Education panel, Science and Technology Foundation, Portugal
  • Vice-chair of Education panel, Academy of Finland
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
  • Vice-chair, multiple Horizon Europe funding calls
  • Member of steering panel, research centres competition, ESRC
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • External Examiner, MSc Science and Technology Policy (Sussex)
  • Institutional reviews at University of Leuven, Belgium, University of Hong Kong
  • Recruitment panels in different universities

 

Editorship:

  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Joint Editor, Oxford Review of Education
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of BERA’s ‘Research Intelligence’ (2010-12)
  • Editorial board member: Review of Education; Educational Theory (review board), Journal of Educational Sciences

 

Learned societies:

  • Fellow of the Academy of Social Sciences, UK
  • Fellow of the Higher Education Academy, UK
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member, European Educational Research Association (2011-12)
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Convenor, Philosophy of Education Society of Great Britain, Oxford Branch
  • Member of BERA’s Academic Publications Committee
  • Member of the Research and International Forum of UCET (ongoing)

 

Susan is an Honorary Research Fellow and former Deputy Director of the department.

Susan completed a B.Ed at  Queensland University of Technology (QUT), Australia, and read for a MSc in Comparative and International Education and a DPhil in Education at the University of Oxford. Susan’s entire career has been in education in various forms: she taught in secondary schools in Australia and England before starting her academic career.

Susan’s research interests are in the following areas:

  • Technical and vocational education and training policy
  • Vocational excellence
  • Apprenticeship
  • Work based and professional learning
  • Quality and esteem in FE
  • Territory landscape
  • Skills economy

Professor Ewart Keep holds the chair in Education, Training and Skills at the Department of Education, Oxford University.

He was one of the founders and a director of the Centre on Skills, Knowledge & Organisational Performance (SKOPE). SKOPE was funded by the ESRC for the first 15 years of its life. Before coming to Oxford, he worked for 21 years in Warwick Business School, and then at the School of Social Sciences, Cardiff University. He has been at Oxford since 2013.

His first degree was in Modern History, Economic History and Politics (Royal Holloway College, University of London) and his PhD is in Industrial relations (University of Warwick). He has researched and written on apprenticeships, personnel management in schools and HE, HE policy more generally, the relationship between skills and economic performance, managerial attitudes towards investing in skills, qualifications reform, the youth labour market, adult and lifelong learning, and skills policy formation and enactment across the four UK nations. He is currently managing an ESRC-funded project on NEETs (those not in education, employment or training) in the UK, as part of a wider European project on NEETs.

He has served on major committees of the Scottish Funding Council, Higher Education Funding Council for England, and the Higher Education Funding Council for Wales, as well as advising HM Treasury, DBIS, DfE, the No.10 Policy Unit, the Cabinet Office, the UK Commission on Employment and Skills, the Scottish, Welsh, New South Wales, Queensland and New Zealand governments, the NAO, the OECD, and various professional bodies and think tanks (including Demos and IPPR). He also acted as an advisor to a Government Office for Science (Foresight) project on adult learning and the changing labour market, and was a member of the Greater London Authority’s task and finish group on the skills strategy for London. He is currently a member of the Scottish Government’s Labour Market Strategy Group.

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford where she leads a flagship master’s course in Comparative and International Education. She convenes the Comparative and International Education Research Group at the Department of Education.

Within comparative and international education, Maia Chankseliani works at the intersection of tertiary education and development. She researches societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies.

Methodologically, she utilises both qualitative and quantitative methods. Her work often combines secondary data analysis with insights gathered through semi-structured interviews and contextualised case studies.

Maia Chankseliani has published four books in the field of comparative and international education: What Happened to the Soviet University? (2022), Building Research Capacity at Universities: Insights from Post-Soviet Countries (2022), Comparing Post-Socialist Transformations: Purposes, Policies, and Practices in Education (2018), and Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice (2013).

She currently leads a major research project examining the impact of international mobility on world development (funded by the U.S. Department of State). Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, British Council, World Bank, Qatar Foundation, the European Commission.

With a background in education research, teaching, policy-making, leadership, and consultancy, Maia Chankseliani brings to her role extensive experience in diverse international settings. This breadth of experience informs her research and enables her to bridge theory and practice.

Maia Chankseliani engages with governments and gives academic and policy-relevant talks nationally and internationally. Her research regularly features in national and international media.

She holds a BA in Philology from Tbilisi State University (Georgia), an Ed. M in International Education Policy from Harvard University (USA), and a PhD in Education from the University of Cambridge (UK).

Maia Chankseliani serves as the Editor-in-Chief of the International Journal of Educational Research.

Nigel is Associate Professor of Education and Values. His research encompasses belief and values-based questions across education and research, including:

  • Religions, beliefs and secularities
  • Laws human rights and courts
  • Education and professional ethics
  • Educational research ethics

He teaches across several courses, particularly on beliefs & values, philosophies of education and research, and qualitative and mixed methodologies.

Current professional associations: Association of University Lecturers in Religion and Education; British Education Research Association; European Association of Research in Learning and Instruction; International Seminar for Religious Education and Values; Philosophy of Education (Great Britain) Society.

He is on the editorial board of Religionspädagogik in pluraler Gesellschaft, and regularly reviews for: British Journal of Religious Education, Journal of Beliefs and Values, Journal of Contemporary Religion, Oxford Review of Education, Religion, and Teachers and Teacher Education.

Advisory & consultancy: Nigel has been external advisor on research projects across Europe. He welcomes consultancy work with schools, educational organisations and governments, and has carried out projects around the world, notably in Bhutan, India and Lebanon.

Steve is Associate Professor of Teacher Education. He is subject lead for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln. He leads the interdisciplinary Education and Training for the Climate (ETC) Hub at Oxford.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and a DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a qualified Mountain Leader and rock climbing instructor, and Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, work that is developing through three progress reports on Geographical Education: (I) fields, interactions and relationships; (II) anti-racist, decolonial futures; (III) climate change education (forthcoming). His research has been funded by the GCRF, ESRC, AHRC, ICHR, Nuffield Foundation, Leverhulme Trust, Newton Fund, British Council, and PESGB. Recent collaborations include: Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune; the role of cultural heritage in curriculum making in Kolkata (GCRF); and the Smart Cities Network for Sustainable Urban Future project (ESRC / Newton Fund) which was shortlisted for the Newton Prize (India).

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’ which was shortlisted for the Vice-Chancellor’s teaching awards. These ideas are taken further in the context of school geography through his (2024) book: The Geography Teaching Adventure: reclaiming exploration to inspire curriculum and pedagogy.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

David Mills is an Associate Professor and Director of the Centre for Global Higher Education (CGHE).

His current research focuses on the political economy of the global science system, and its impact on institutional research and publishing cultures in African universities. His most recent book is ‘Who Counts: Ghanaian Academic Publishing and Global Science’, co-written with colleagues from the University of Ghana and Oxford, and available open access from African Minds:  https://www.africanminds.co.za/who-counts/

Trained in Anthropology, and with inter-disciplinary research interests, David uses ethnographic methods to study the inequalities created by global higher education. He is particularly interested in African university research cultures and the role of diamond Open Access scholarly journals within knowledge ecosystems.

He welcomes enquiries from potential doctoral students interested in studying African Higher Education, as well as research and publishing cultures.

Alis Oancea is Professor of Philosophy of Education and Research Policy and specialises in meta-research. She is also Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation and coordinator of the Department’s Policy, Economy and Society Research Theme.

Alis studies research practice, policy and governance, higher education and philosophy of research – including research and innovation ecosystems, responsible research and innovation, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities. Contributions to the integration and development of the field of meta-research include the collaborative production of the Handbook of Meta-Research (2024). This strand of work is complemented with a strong interest in teacher education research, knowledge and values in education, and the role of research in education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; and is Doctor Honoris Causa (Socialium Scientiarium) of the University of the West, Timisoara. She is a Fellow of the Academy of Social Sciences.

She currently leads a four-year ESRC/ CGHE research-on-research project  of international scale, co-leads the Responsible Knowledge Exchange, Engagement and Impact project, is CI on a Research Culture project focused on contributorship and authorship, and Chief Editorial Advisor of Routledge Open Research (Education). She is Research Coordinator in Kellogg College, Oxford, and Deputy Director of the ongoing ESRC CGHE Centre for Global Higher Education (2024-2029).

Past leadership roles have included Director of Research and REF 2021 coordinator in the Department (2016-20) and Deputy Director for Research before that, as well as Senior Academic Advisor on Impact, University of Oxford. She was Executive Council member and trustee of the British Educational Research Association Council member of the European Educational Research Association.

SELECTED PROFESSIONAL ACTIVITIES

University leadership:

  • Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation, University of Oxford
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Research Practice Group member, University of Oxford
  • Pro-Proctor, University of Oxford (2017-18)
  • Research Theme Coordinator,  Policy, Economy and Society (currently, also 2014-16)
  • Director of ESRC CGHE Centre for Global Higher Education (2024-2029) and member of Research Management Committee, ESRC Centre for Global Higher Education (2019-24)
  • Research Group co-lead, Philosophy, Religion and Education, Oxford
  • Research Coordinator, Kellogg College, Oxford
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)

 

Policy and funder reviews and expert groups:

 

Research(er) evaluation panels:

  • Chair, Education panel, Science and Technology Foundation, Portugal
  • Vice-chair of Education panel, Academy of Finland
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
  • Vice-chair, multiple Horizon Europe funding calls
  • Member of steering panel, research centres competition, ESRC
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • External Examiner, MSc Science and Technology Policy (Sussex)
  • Institutional reviews at University of Leuven, Belgium, University of Hong Kong
  • Recruitment panels in different universities

 

Editorship:

  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Joint Editor, Oxford Review of Education
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of BERA’s ‘Research Intelligence’ (2010-12)
  • Editorial board member: Review of Education; Educational Theory (review board), Journal of Educational Sciences

 

Learned societies:

  • Fellow of the Academy of Social Sciences, UK
  • Fellow of the Higher Education Academy, UK
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member, European Educational Research Association (2011-12)
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Convenor, Philosophy of Education Society of Great Britain, Oxford Branch
  • Member of BERA’s Academic Publications Committee
  • Member of the Research and International Forum of UCET (ongoing)

 

Susan is an Honorary Research Fellow and former Deputy Director of the department.

Susan completed a B.Ed at  Queensland University of Technology (QUT), Australia, and read for a MSc in Comparative and International Education and a DPhil in Education at the University of Oxford. Susan’s entire career has been in education in various forms: she taught in secondary schools in Australia and England before starting her academic career.

Susan’s research interests are in the following areas:

  • Technical and vocational education and training policy
  • Vocational excellence
  • Apprenticeship
  • Work based and professional learning
  • Quality and esteem in FE
  • Territory landscape
  • Skills economy

Professor Ewart Keep holds the chair in Education, Training and Skills at the Department of Education, Oxford University.

He was one of the founders and a director of the Centre on Skills, Knowledge & Organisational Performance (SKOPE). SKOPE was funded by the ESRC for the first 15 years of its life. Before coming to Oxford, he worked for 21 years in Warwick Business School, and then at the School of Social Sciences, Cardiff University. He has been at Oxford since 2013.

His first degree was in Modern History, Economic History and Politics (Royal Holloway College, University of London) and his PhD is in Industrial relations (University of Warwick). He has researched and written on apprenticeships, personnel management in schools and HE, HE policy more generally, the relationship between skills and economic performance, managerial attitudes towards investing in skills, qualifications reform, the youth labour market, adult and lifelong learning, and skills policy formation and enactment across the four UK nations. He is currently managing an ESRC-funded project on NEETs (those not in education, employment or training) in the UK, as part of a wider European project on NEETs.

He has served on major committees of the Scottish Funding Council, Higher Education Funding Council for England, and the Higher Education Funding Council for Wales, as well as advising HM Treasury, DBIS, DfE, the No.10 Policy Unit, the Cabinet Office, the UK Commission on Employment and Skills, the Scottish, Welsh, New South Wales, Queensland and New Zealand governments, the NAO, the OECD, and various professional bodies and think tanks (including Demos and IPPR). He also acted as an advisor to a Government Office for Science (Foresight) project on adult learning and the changing labour market, and was a member of the Greater London Authority’s task and finish group on the skills strategy for London. He is currently a member of the Scottish Government’s Labour Market Strategy Group.

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford where she leads a flagship master’s course in Comparative and International Education. She convenes the Comparative and International Education Research Group at the Department of Education.

Within comparative and international education, Maia Chankseliani works at the intersection of tertiary education and development. She researches societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies.

Methodologically, she utilises both qualitative and quantitative methods. Her work often combines secondary data analysis with insights gathered through semi-structured interviews and contextualised case studies.

Maia Chankseliani has published four books in the field of comparative and international education: What Happened to the Soviet University? (2022), Building Research Capacity at Universities: Insights from Post-Soviet Countries (2022), Comparing Post-Socialist Transformations: Purposes, Policies, and Practices in Education (2018), and Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice (2013).

She currently leads a major research project examining the impact of international mobility on world development (funded by the U.S. Department of State). Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, British Council, World Bank, Qatar Foundation, the European Commission.

With a background in education research, teaching, policy-making, leadership, and consultancy, Maia Chankseliani brings to her role extensive experience in diverse international settings. This breadth of experience informs her research and enables her to bridge theory and practice.

Maia Chankseliani engages with governments and gives academic and policy-relevant talks nationally and internationally. Her research regularly features in national and international media.

She holds a BA in Philology from Tbilisi State University (Georgia), an Ed. M in International Education Policy from Harvard University (USA), and a PhD in Education from the University of Cambridge (UK).

Maia Chankseliani serves as the Editor-in-Chief of the International Journal of Educational Research.

Nigel is Associate Professor of Education and Values. His research encompasses belief and values-based questions across education and research, including:

  • Religions, beliefs and secularities
  • Laws human rights and courts
  • Education and professional ethics
  • Educational research ethics

He teaches across several courses, particularly on beliefs & values, philosophies of education and research, and qualitative and mixed methodologies.

Current professional associations: Association of University Lecturers in Religion and Education; British Education Research Association; European Association of Research in Learning and Instruction; International Seminar for Religious Education and Values; Philosophy of Education (Great Britain) Society.

He is on the editorial board of Religionspädagogik in pluraler Gesellschaft, and regularly reviews for: British Journal of Religious Education, Journal of Beliefs and Values, Journal of Contemporary Religion, Oxford Review of Education, Religion, and Teachers and Teacher Education.

Advisory & consultancy: Nigel has been external advisor on research projects across Europe. He welcomes consultancy work with schools, educational organisations and governments, and has carried out projects around the world, notably in Bhutan, India and Lebanon.

Steve is Associate Professor of Teacher Education. He is subject lead for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln. He leads the interdisciplinary Education and Training for the Climate (ETC) Hub at Oxford.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and a DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a qualified Mountain Leader and rock climbing instructor, and Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, work that is developing through three progress reports on Geographical Education: (I) fields, interactions and relationships; (II) anti-racist, decolonial futures; (III) climate change education (forthcoming). His research has been funded by the GCRF, ESRC, AHRC, ICHR, Nuffield Foundation, Leverhulme Trust, Newton Fund, British Council, and PESGB. Recent collaborations include: Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune; the role of cultural heritage in curriculum making in Kolkata (GCRF); and the Smart Cities Network for Sustainable Urban Future project (ESRC / Newton Fund) which was shortlisted for the Newton Prize (India).

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’ which was shortlisted for the Vice-Chancellor’s teaching awards. These ideas are taken further in the context of school geography through his (2024) book: The Geography Teaching Adventure: reclaiming exploration to inspire curriculum and pedagogy.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

David Mills is an Associate Professor and Director of the Centre for Global Higher Education (CGHE).

His current research focuses on the political economy of the global science system, and its impact on institutional research and publishing cultures in African universities. His most recent book is ‘Who Counts: Ghanaian Academic Publishing and Global Science’, co-written with colleagues from the University of Ghana and Oxford, and available open access from African Minds:  https://www.africanminds.co.za/who-counts/

Trained in Anthropology, and with inter-disciplinary research interests, David uses ethnographic methods to study the inequalities created by global higher education. He is particularly interested in African university research cultures and the role of diamond Open Access scholarly journals within knowledge ecosystems.

He welcomes enquiries from potential doctoral students interested in studying African Higher Education, as well as research and publishing cultures.

Alis Oancea is Professor of Philosophy of Education and Research Policy and specialises in meta-research. She is also Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation and coordinator of the Department’s Policy, Economy and Society Research Theme.

Alis studies research practice, policy and governance, higher education and philosophy of research – including research and innovation ecosystems, responsible research and innovation, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities. Contributions to the integration and development of the field of meta-research include the collaborative production of the Handbook of Meta-Research (2024). This strand of work is complemented with a strong interest in teacher education research, knowledge and values in education, and the role of research in education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; and is Doctor Honoris Causa (Socialium Scientiarium) of the University of the West, Timisoara. She is a Fellow of the Academy of Social Sciences.

She currently leads a four-year ESRC/ CGHE research-on-research project  of international scale, co-leads the Responsible Knowledge Exchange, Engagement and Impact project, is CI on a Research Culture project focused on contributorship and authorship, and Chief Editorial Advisor of Routledge Open Research (Education). She is Research Coordinator in Kellogg College, Oxford, and Deputy Director of the ongoing ESRC CGHE Centre for Global Higher Education (2024-2029).

Past leadership roles have included Director of Research and REF 2021 coordinator in the Department (2016-20) and Deputy Director for Research before that, as well as Senior Academic Advisor on Impact, University of Oxford. She was Executive Council member and trustee of the British Educational Research Association Council member of the European Educational Research Association.

SELECTED PROFESSIONAL ACTIVITIES

University leadership:

  • Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation, University of Oxford
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Research Practice Group member, University of Oxford
  • Pro-Proctor, University of Oxford (2017-18)
  • Research Theme Coordinator,  Policy, Economy and Society (currently, also 2014-16)
  • Director of ESRC CGHE Centre for Global Higher Education (2024-2029) and member of Research Management Committee, ESRC Centre for Global Higher Education (2019-24)
  • Research Group co-lead, Philosophy, Religion and Education, Oxford
  • Research Coordinator, Kellogg College, Oxford
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)

 

Policy and funder reviews and expert groups:

 

Research(er) evaluation panels:

  • Chair, Education panel, Science and Technology Foundation, Portugal
  • Vice-chair of Education panel, Academy of Finland
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
  • Vice-chair, multiple Horizon Europe funding calls
  • Member of steering panel, research centres competition, ESRC
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • External Examiner, MSc Science and Technology Policy (Sussex)
  • Institutional reviews at University of Leuven, Belgium, University of Hong Kong
  • Recruitment panels in different universities

 

Editorship:

  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Joint Editor, Oxford Review of Education
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of BERA’s ‘Research Intelligence’ (2010-12)
  • Editorial board member: Review of Education; Educational Theory (review board), Journal of Educational Sciences

 

Learned societies:

  • Fellow of the Academy of Social Sciences, UK
  • Fellow of the Higher Education Academy, UK
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member, European Educational Research Association (2011-12)
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Convenor, Philosophy of Education Society of Great Britain, Oxford Branch
  • Member of BERA’s Academic Publications Committee
  • Member of the Research and International Forum of UCET (ongoing)

 

Susan is an Honorary Research Fellow and former Deputy Director of the department.

Susan completed a B.Ed at  Queensland University of Technology (QUT), Australia, and read for a MSc in Comparative and International Education and a DPhil in Education at the University of Oxford. Susan’s entire career has been in education in various forms: she taught in secondary schools in Australia and England before starting her academic career.

Susan’s research interests are in the following areas:

  • Technical and vocational education and training policy
  • Vocational excellence
  • Apprenticeship
  • Work based and professional learning
  • Quality and esteem in FE
  • Territory landscape
  • Skills economy

Professor Ewart Keep holds the chair in Education, Training and Skills at the Department of Education, Oxford University.

He was one of the founders and a director of the Centre on Skills, Knowledge & Organisational Performance (SKOPE). SKOPE was funded by the ESRC for the first 15 years of its life. Before coming to Oxford, he worked for 21 years in Warwick Business School, and then at the School of Social Sciences, Cardiff University. He has been at Oxford since 2013.

His first degree was in Modern History, Economic History and Politics (Royal Holloway College, University of London) and his PhD is in Industrial relations (University of Warwick). He has researched and written on apprenticeships, personnel management in schools and HE, HE policy more generally, the relationship between skills and economic performance, managerial attitudes towards investing in skills, qualifications reform, the youth labour market, adult and lifelong learning, and skills policy formation and enactment across the four UK nations. He is currently managing an ESRC-funded project on NEETs (those not in education, employment or training) in the UK, as part of a wider European project on NEETs.

He has served on major committees of the Scottish Funding Council, Higher Education Funding Council for England, and the Higher Education Funding Council for Wales, as well as advising HM Treasury, DBIS, DfE, the No.10 Policy Unit, the Cabinet Office, the UK Commission on Employment and Skills, the Scottish, Welsh, New South Wales, Queensland and New Zealand governments, the NAO, the OECD, and various professional bodies and think tanks (including Demos and IPPR). He also acted as an advisor to a Government Office for Science (Foresight) project on adult learning and the changing labour market, and was a member of the Greater London Authority’s task and finish group on the skills strategy for London. He is currently a member of the Scottish Government’s Labour Market Strategy Group.

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford where she leads a flagship master’s course in Comparative and International Education. She convenes the Comparative and International Education Research Group at the Department of Education.

Within comparative and international education, Maia Chankseliani works at the intersection of tertiary education and development. She researches societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies.

Methodologically, she utilises both qualitative and quantitative methods. Her work often combines secondary data analysis with insights gathered through semi-structured interviews and contextualised case studies.

Maia Chankseliani has published four books in the field of comparative and international education: What Happened to the Soviet University? (2022), Building Research Capacity at Universities: Insights from Post-Soviet Countries (2022), Comparing Post-Socialist Transformations: Purposes, Policies, and Practices in Education (2018), and Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice (2013).

She currently leads a major research project examining the impact of international mobility on world development (funded by the U.S. Department of State). Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, British Council, World Bank, Qatar Foundation, the European Commission.

With a background in education research, teaching, policy-making, leadership, and consultancy, Maia Chankseliani brings to her role extensive experience in diverse international settings. This breadth of experience informs her research and enables her to bridge theory and practice.

Maia Chankseliani engages with governments and gives academic and policy-relevant talks nationally and internationally. Her research regularly features in national and international media.

She holds a BA in Philology from Tbilisi State University (Georgia), an Ed. M in International Education Policy from Harvard University (USA), and a PhD in Education from the University of Cambridge (UK).

Maia Chankseliani serves as the Editor-in-Chief of the International Journal of Educational Research.

Nigel is Associate Professor of Education and Values. His research encompasses belief and values-based questions across education and research, including:

  • Religions, beliefs and secularities
  • Laws human rights and courts
  • Education and professional ethics
  • Educational research ethics

He teaches across several courses, particularly on beliefs & values, philosophies of education and research, and qualitative and mixed methodologies.

Current professional associations: Association of University Lecturers in Religion and Education; British Education Research Association; European Association of Research in Learning and Instruction; International Seminar for Religious Education and Values; Philosophy of Education (Great Britain) Society.

He is on the editorial board of Religionspädagogik in pluraler Gesellschaft, and regularly reviews for: British Journal of Religious Education, Journal of Beliefs and Values, Journal of Contemporary Religion, Oxford Review of Education, Religion, and Teachers and Teacher Education.

Advisory & consultancy: Nigel has been external advisor on research projects across Europe. He welcomes consultancy work with schools, educational organisations and governments, and has carried out projects around the world, notably in Bhutan, India and Lebanon.

Steve is Associate Professor of Teacher Education. He is subject lead for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln. He leads the interdisciplinary Education and Training for the Climate (ETC) Hub at Oxford.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and a DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a qualified Mountain Leader and rock climbing instructor, and Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, work that is developing through three progress reports on Geographical Education: (I) fields, interactions and relationships; (II) anti-racist, decolonial futures; (III) climate change education (forthcoming). His research has been funded by the GCRF, ESRC, AHRC, ICHR, Nuffield Foundation, Leverhulme Trust, Newton Fund, British Council, and PESGB. Recent collaborations include: Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune; the role of cultural heritage in curriculum making in Kolkata (GCRF); and the Smart Cities Network for Sustainable Urban Future project (ESRC / Newton Fund) which was shortlisted for the Newton Prize (India).

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’ which was shortlisted for the Vice-Chancellor’s teaching awards. These ideas are taken further in the context of school geography through his (2024) book: The Geography Teaching Adventure: reclaiming exploration to inspire curriculum and pedagogy.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

David Mills is an Associate Professor and Director of the Centre for Global Higher Education (CGHE).

His current research focuses on the political economy of the global science system, and its impact on institutional research and publishing cultures in African universities. His most recent book is ‘Who Counts: Ghanaian Academic Publishing and Global Science’, co-written with colleagues from the University of Ghana and Oxford, and available open access from African Minds:  https://www.africanminds.co.za/who-counts/

Trained in Anthropology, and with inter-disciplinary research interests, David uses ethnographic methods to study the inequalities created by global higher education. He is particularly interested in African university research cultures and the role of diamond Open Access scholarly journals within knowledge ecosystems.

He welcomes enquiries from potential doctoral students interested in studying African Higher Education, as well as research and publishing cultures.

Alis Oancea is Professor of Philosophy of Education and Research Policy and specialises in meta-research. She is also Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation and coordinator of the Department’s Policy, Economy and Society Research Theme.

Alis studies research practice, policy and governance, higher education and philosophy of research – including research and innovation ecosystems, responsible research and innovation, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities. Contributions to the integration and development of the field of meta-research include the collaborative production of the Handbook of Meta-Research (2024). This strand of work is complemented with a strong interest in teacher education research, knowledge and values in education, and the role of research in education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; and is Doctor Honoris Causa (Socialium Scientiarium) of the University of the West, Timisoara. She is a Fellow of the Academy of Social Sciences.

She currently leads a four-year ESRC/ CGHE research-on-research project  of international scale, co-leads the Responsible Knowledge Exchange, Engagement and Impact project, is CI on a Research Culture project focused on contributorship and authorship, and Chief Editorial Advisor of Routledge Open Research (Education). She is Research Coordinator in Kellogg College, Oxford, and Deputy Director of the ongoing ESRC CGHE Centre for Global Higher Education (2024-2029).

Past leadership roles have included Director of Research and REF 2021 coordinator in the Department (2016-20) and Deputy Director for Research before that, as well as Senior Academic Advisor on Impact, University of Oxford. She was Executive Council member and trustee of the British Educational Research Association Council member of the European Educational Research Association.

SELECTED PROFESSIONAL ACTIVITIES

University leadership:

  • Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation, University of Oxford
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Research Practice Group member, University of Oxford
  • Pro-Proctor, University of Oxford (2017-18)
  • Research Theme Coordinator,  Policy, Economy and Society (currently, also 2014-16)
  • Director of ESRC CGHE Centre for Global Higher Education (2024-2029) and member of Research Management Committee, ESRC Centre for Global Higher Education (2019-24)
  • Research Group co-lead, Philosophy, Religion and Education, Oxford
  • Research Coordinator, Kellogg College, Oxford
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)

 

Policy and funder reviews and expert groups:

 

Research(er) evaluation panels:

  • Chair, Education panel, Science and Technology Foundation, Portugal
  • Vice-chair of Education panel, Academy of Finland
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
  • Vice-chair, multiple Horizon Europe funding calls
  • Member of steering panel, research centres competition, ESRC
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • External Examiner, MSc Science and Technology Policy (Sussex)
  • Institutional reviews at University of Leuven, Belgium, University of Hong Kong
  • Recruitment panels in different universities

 

Editorship:

  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Joint Editor, Oxford Review of Education
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of BERA’s ‘Research Intelligence’ (2010-12)
  • Editorial board member: Review of Education; Educational Theory (review board), Journal of Educational Sciences

 

Learned societies:

  • Fellow of the Academy of Social Sciences, UK
  • Fellow of the Higher Education Academy, UK
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member, European Educational Research Association (2011-12)
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Convenor, Philosophy of Education Society of Great Britain, Oxford Branch
  • Member of BERA’s Academic Publications Committee
  • Member of the Research and International Forum of UCET (ongoing)

 

Susan is an Honorary Research Fellow and former Deputy Director of the department.

Susan completed a B.Ed at  Queensland University of Technology (QUT), Australia, and read for a MSc in Comparative and International Education and a DPhil in Education at the University of Oxford. Susan’s entire career has been in education in various forms: she taught in secondary schools in Australia and England before starting her academic career.

Susan’s research interests are in the following areas:

  • Technical and vocational education and training policy
  • Vocational excellence
  • Apprenticeship
  • Work based and professional learning
  • Quality and esteem in FE
  • Territory landscape
  • Skills economy

Professor Ewart Keep holds the chair in Education, Training and Skills at the Department of Education, Oxford University.

He was one of the founders and a director of the Centre on Skills, Knowledge & Organisational Performance (SKOPE). SKOPE was funded by the ESRC for the first 15 years of its life. Before coming to Oxford, he worked for 21 years in Warwick Business School, and then at the School of Social Sciences, Cardiff University. He has been at Oxford since 2013.

His first degree was in Modern History, Economic History and Politics (Royal Holloway College, University of London) and his PhD is in Industrial relations (University of Warwick). He has researched and written on apprenticeships, personnel management in schools and HE, HE policy more generally, the relationship between skills and economic performance, managerial attitudes towards investing in skills, qualifications reform, the youth labour market, adult and lifelong learning, and skills policy formation and enactment across the four UK nations. He is currently managing an ESRC-funded project on NEETs (those not in education, employment or training) in the UK, as part of a wider European project on NEETs.

He has served on major committees of the Scottish Funding Council, Higher Education Funding Council for England, and the Higher Education Funding Council for Wales, as well as advising HM Treasury, DBIS, DfE, the No.10 Policy Unit, the Cabinet Office, the UK Commission on Employment and Skills, the Scottish, Welsh, New South Wales, Queensland and New Zealand governments, the NAO, the OECD, and various professional bodies and think tanks (including Demos and IPPR). He also acted as an advisor to a Government Office for Science (Foresight) project on adult learning and the changing labour market, and was a member of the Greater London Authority’s task and finish group on the skills strategy for London. He is currently a member of the Scottish Government’s Labour Market Strategy Group.

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford where she leads a flagship master’s course in Comparative and International Education. She convenes the Comparative and International Education Research Group at the Department of Education.

Within comparative and international education, Maia Chankseliani works at the intersection of tertiary education and development. She researches societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies.

Methodologically, she utilises both qualitative and quantitative methods. Her work often combines secondary data analysis with insights gathered through semi-structured interviews and contextualised case studies.

Maia Chankseliani has published four books in the field of comparative and international education: What Happened to the Soviet University? (2022), Building Research Capacity at Universities: Insights from Post-Soviet Countries (2022), Comparing Post-Socialist Transformations: Purposes, Policies, and Practices in Education (2018), and Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice (2013).

She currently leads a major research project examining the impact of international mobility on world development (funded by the U.S. Department of State). Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, British Council, World Bank, Qatar Foundation, the European Commission.

With a background in education research, teaching, policy-making, leadership, and consultancy, Maia Chankseliani brings to her role extensive experience in diverse international settings. This breadth of experience informs her research and enables her to bridge theory and practice.

Maia Chankseliani engages with governments and gives academic and policy-relevant talks nationally and internationally. Her research regularly features in national and international media.

She holds a BA in Philology from Tbilisi State University (Georgia), an Ed. M in International Education Policy from Harvard University (USA), and a PhD in Education from the University of Cambridge (UK).

Maia Chankseliani serves as the Editor-in-Chief of the International Journal of Educational Research.

Nigel is Associate Professor of Education and Values. His research encompasses belief and values-based questions across education and research, including:

  • Religions, beliefs and secularities
  • Laws human rights and courts
  • Education and professional ethics
  • Educational research ethics

He teaches across several courses, particularly on beliefs & values, philosophies of education and research, and qualitative and mixed methodologies.

Current professional associations: Association of University Lecturers in Religion and Education; British Education Research Association; European Association of Research in Learning and Instruction; International Seminar for Religious Education and Values; Philosophy of Education (Great Britain) Society.

He is on the editorial board of Religionspädagogik in pluraler Gesellschaft, and regularly reviews for: British Journal of Religious Education, Journal of Beliefs and Values, Journal of Contemporary Religion, Oxford Review of Education, Religion, and Teachers and Teacher Education.

Advisory & consultancy: Nigel has been external advisor on research projects across Europe. He welcomes consultancy work with schools, educational organisations and governments, and has carried out projects around the world, notably in Bhutan, India and Lebanon.

Steve is Associate Professor of Teacher Education. He is subject lead for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln. He leads the interdisciplinary Education and Training for the Climate (ETC) Hub at Oxford.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and a DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a qualified Mountain Leader and rock climbing instructor, and Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, work that is developing through three progress reports on Geographical Education: (I) fields, interactions and relationships; (II) anti-racist, decolonial futures; (III) climate change education (forthcoming). His research has been funded by the GCRF, ESRC, AHRC, ICHR, Nuffield Foundation, Leverhulme Trust, Newton Fund, British Council, and PESGB. Recent collaborations include: Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune; the role of cultural heritage in curriculum making in Kolkata (GCRF); and the Smart Cities Network for Sustainable Urban Future project (ESRC / Newton Fund) which was shortlisted for the Newton Prize (India).

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’ which was shortlisted for the Vice-Chancellor’s teaching awards. These ideas are taken further in the context of school geography through his (2024) book: The Geography Teaching Adventure: reclaiming exploration to inspire curriculum and pedagogy.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

David Mills is an Associate Professor and Director of the Centre for Global Higher Education (CGHE).

His current research focuses on the political economy of the global science system, and its impact on institutional research and publishing cultures in African universities. His most recent book is ‘Who Counts: Ghanaian Academic Publishing and Global Science’, co-written with colleagues from the University of Ghana and Oxford, and available open access from African Minds:  https://www.africanminds.co.za/who-counts/

Trained in Anthropology, and with inter-disciplinary research interests, David uses ethnographic methods to study the inequalities created by global higher education. He is particularly interested in African university research cultures and the role of diamond Open Access scholarly journals within knowledge ecosystems.

He welcomes enquiries from potential doctoral students interested in studying African Higher Education, as well as research and publishing cultures.

Alis Oancea is Professor of Philosophy of Education and Research Policy and specialises in meta-research. She is also Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation and coordinator of the Department’s Policy, Economy and Society Research Theme.

Alis studies research practice, policy and governance, higher education and philosophy of research – including research and innovation ecosystems, responsible research and innovation, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities. Contributions to the integration and development of the field of meta-research include the collaborative production of the Handbook of Meta-Research (2024). This strand of work is complemented with a strong interest in teacher education research, knowledge and values in education, and the role of research in education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; and is Doctor Honoris Causa (Socialium Scientiarium) of the University of the West, Timisoara. She is a Fellow of the Academy of Social Sciences.

She currently leads a four-year ESRC/ CGHE research-on-research project  of international scale, co-leads the Responsible Knowledge Exchange, Engagement and Impact project, is CI on a Research Culture project focused on contributorship and authorship, and Chief Editorial Advisor of Routledge Open Research (Education). She is Research Coordinator in Kellogg College, Oxford, and Deputy Director of the ongoing ESRC CGHE Centre for Global Higher Education (2024-2029).

Past leadership roles have included Director of Research and REF 2021 coordinator in the Department (2016-20) and Deputy Director for Research before that, as well as Senior Academic Advisor on Impact, University of Oxford. She was Executive Council member and trustee of the British Educational Research Association Council member of the European Educational Research Association.

SELECTED PROFESSIONAL ACTIVITIES

University leadership:

  • Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation, University of Oxford
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Research Practice Group member, University of Oxford
  • Pro-Proctor, University of Oxford (2017-18)
  • Research Theme Coordinator,  Policy, Economy and Society (currently, also 2014-16)
  • Director of ESRC CGHE Centre for Global Higher Education (2024-2029) and member of Research Management Committee, ESRC Centre for Global Higher Education (2019-24)
  • Research Group co-lead, Philosophy, Religion and Education, Oxford
  • Research Coordinator, Kellogg College, Oxford
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)

 

Policy and funder reviews and expert groups:

 

Research(er) evaluation panels:

  • Chair, Education panel, Science and Technology Foundation, Portugal
  • Vice-chair of Education panel, Academy of Finland
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
  • Vice-chair, multiple Horizon Europe funding calls
  • Member of steering panel, research centres competition, ESRC
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • External Examiner, MSc Science and Technology Policy (Sussex)
  • Institutional reviews at University of Leuven, Belgium, University of Hong Kong
  • Recruitment panels in different universities

 

Editorship:

  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Joint Editor, Oxford Review of Education
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of BERA’s ‘Research Intelligence’ (2010-12)
  • Editorial board member: Review of Education; Educational Theory (review board), Journal of Educational Sciences

 

Learned societies:

  • Fellow of the Academy of Social Sciences, UK
  • Fellow of the Higher Education Academy, UK
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member, European Educational Research Association (2011-12)
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Convenor, Philosophy of Education Society of Great Britain, Oxford Branch
  • Member of BERA’s Academic Publications Committee
  • Member of the Research and International Forum of UCET (ongoing)

 

Susan is an Honorary Research Fellow and former Deputy Director of the department.

Susan completed a B.Ed at  Queensland University of Technology (QUT), Australia, and read for a MSc in Comparative and International Education and a DPhil in Education at the University of Oxford. Susan’s entire career has been in education in various forms: she taught in secondary schools in Australia and England before starting her academic career.

Susan’s research interests are in the following areas:

  • Technical and vocational education and training policy
  • Vocational excellence
  • Apprenticeship
  • Work based and professional learning
  • Quality and esteem in FE
  • Territory landscape
  • Skills economy

Professor Ewart Keep holds the chair in Education, Training and Skills at the Department of Education, Oxford University.

He was one of the founders and a director of the Centre on Skills, Knowledge & Organisational Performance (SKOPE). SKOPE was funded by the ESRC for the first 15 years of its life. Before coming to Oxford, he worked for 21 years in Warwick Business School, and then at the School of Social Sciences, Cardiff University. He has been at Oxford since 2013.

His first degree was in Modern History, Economic History and Politics (Royal Holloway College, University of London) and his PhD is in Industrial relations (University of Warwick). He has researched and written on apprenticeships, personnel management in schools and HE, HE policy more generally, the relationship between skills and economic performance, managerial attitudes towards investing in skills, qualifications reform, the youth labour market, adult and lifelong learning, and skills policy formation and enactment across the four UK nations. He is currently managing an ESRC-funded project on NEETs (those not in education, employment or training) in the UK, as part of a wider European project on NEETs.

He has served on major committees of the Scottish Funding Council, Higher Education Funding Council for England, and the Higher Education Funding Council for Wales, as well as advising HM Treasury, DBIS, DfE, the No.10 Policy Unit, the Cabinet Office, the UK Commission on Employment and Skills, the Scottish, Welsh, New South Wales, Queensland and New Zealand governments, the NAO, the OECD, and various professional bodies and think tanks (including Demos and IPPR). He also acted as an advisor to a Government Office for Science (Foresight) project on adult learning and the changing labour market, and was a member of the Greater London Authority’s task and finish group on the skills strategy for London. He is currently a member of the Scottish Government’s Labour Market Strategy Group.

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford where she leads a flagship master’s course in Comparative and International Education. She convenes the Comparative and International Education Research Group at the Department of Education.

Within comparative and international education, Maia Chankseliani works at the intersection of tertiary education and development. She researches societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies.

Methodologically, she utilises both qualitative and quantitative methods. Her work often combines secondary data analysis with insights gathered through semi-structured interviews and contextualised case studies.

Maia Chankseliani has published four books in the field of comparative and international education: What Happened to the Soviet University? (2022), Building Research Capacity at Universities: Insights from Post-Soviet Countries (2022), Comparing Post-Socialist Transformations: Purposes, Policies, and Practices in Education (2018), and Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice (2013).

She currently leads a major research project examining the impact of international mobility on world development (funded by the U.S. Department of State). Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, British Council, World Bank, Qatar Foundation, the European Commission.

With a background in education research, teaching, policy-making, leadership, and consultancy, Maia Chankseliani brings to her role extensive experience in diverse international settings. This breadth of experience informs her research and enables her to bridge theory and practice.

Maia Chankseliani engages with governments and gives academic and policy-relevant talks nationally and internationally. Her research regularly features in national and international media.

She holds a BA in Philology from Tbilisi State University (Georgia), an Ed. M in International Education Policy from Harvard University (USA), and a PhD in Education from the University of Cambridge (UK).

Maia Chankseliani serves as the Editor-in-Chief of the International Journal of Educational Research.

Nigel is Associate Professor of Education and Values. His research encompasses belief and values-based questions across education and research, including:

  • Religions, beliefs and secularities
  • Laws human rights and courts
  • Education and professional ethics
  • Educational research ethics

He teaches across several courses, particularly on beliefs & values, philosophies of education and research, and qualitative and mixed methodologies.

Current professional associations: Association of University Lecturers in Religion and Education; British Education Research Association; European Association of Research in Learning and Instruction; International Seminar for Religious Education and Values; Philosophy of Education (Great Britain) Society.

He is on the editorial board of Religionspädagogik in pluraler Gesellschaft, and regularly reviews for: British Journal of Religious Education, Journal of Beliefs and Values, Journal of Contemporary Religion, Oxford Review of Education, Religion, and Teachers and Teacher Education.

Advisory & consultancy: Nigel has been external advisor on research projects across Europe. He welcomes consultancy work with schools, educational organisations and governments, and has carried out projects around the world, notably in Bhutan, India and Lebanon.

Steve is Associate Professor of Teacher Education. He is subject lead for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln. He leads the interdisciplinary Education and Training for the Climate (ETC) Hub at Oxford.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and a DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a qualified Mountain Leader and rock climbing instructor, and Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, work that is developing through three progress reports on Geographical Education: (I) fields, interactions and relationships; (II) anti-racist, decolonial futures; (III) climate change education (forthcoming). His research has been funded by the GCRF, ESRC, AHRC, ICHR, Nuffield Foundation, Leverhulme Trust, Newton Fund, British Council, and PESGB. Recent collaborations include: Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune; the role of cultural heritage in curriculum making in Kolkata (GCRF); and the Smart Cities Network for Sustainable Urban Future project (ESRC / Newton Fund) which was shortlisted for the Newton Prize (India).

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’ which was shortlisted for the Vice-Chancellor’s teaching awards. These ideas are taken further in the context of school geography through his (2024) book: The Geography Teaching Adventure: reclaiming exploration to inspire curriculum and pedagogy.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

David Mills is an Associate Professor and Director of the Centre for Global Higher Education (CGHE).

His current research focuses on the political economy of the global science system, and its impact on institutional research and publishing cultures in African universities. His most recent book is ‘Who Counts: Ghanaian Academic Publishing and Global Science’, co-written with colleagues from the University of Ghana and Oxford, and available open access from African Minds:  https://www.africanminds.co.za/who-counts/

Trained in Anthropology, and with inter-disciplinary research interests, David uses ethnographic methods to study the inequalities created by global higher education. He is particularly interested in African university research cultures and the role of diamond Open Access scholarly journals within knowledge ecosystems.

He welcomes enquiries from potential doctoral students interested in studying African Higher Education, as well as research and publishing cultures.

Alis Oancea is Professor of Philosophy of Education and Research Policy and specialises in meta-research. She is also Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation and coordinator of the Department’s Policy, Economy and Society Research Theme.

Alis studies research practice, policy and governance, higher education and philosophy of research – including research and innovation ecosystems, responsible research and innovation, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities. Contributions to the integration and development of the field of meta-research include the collaborative production of the Handbook of Meta-Research (2024). This strand of work is complemented with a strong interest in teacher education research, knowledge and values in education, and the role of research in education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; and is Doctor Honoris Causa (Socialium Scientiarium) of the University of the West, Timisoara. She is a Fellow of the Academy of Social Sciences.

She currently leads a four-year ESRC/ CGHE research-on-research project  of international scale, co-leads the Responsible Knowledge Exchange, Engagement and Impact project, is CI on a Research Culture project focused on contributorship and authorship, and Chief Editorial Advisor of Routledge Open Research (Education). She is Research Coordinator in Kellogg College, Oxford, and Deputy Director of the ongoing ESRC CGHE Centre for Global Higher Education (2024-2029).

Past leadership roles have included Director of Research and REF 2021 coordinator in the Department (2016-20) and Deputy Director for Research before that, as well as Senior Academic Advisor on Impact, University of Oxford. She was Executive Council member and trustee of the British Educational Research Association Council member of the European Educational Research Association.

SELECTED PROFESSIONAL ACTIVITIES

University leadership:

  • Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation, University of Oxford
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Research Practice Group member, University of Oxford
  • Pro-Proctor, University of Oxford (2017-18)
  • Research Theme Coordinator,  Policy, Economy and Society (currently, also 2014-16)
  • Director of ESRC CGHE Centre for Global Higher Education (2024-2029) and member of Research Management Committee, ESRC Centre for Global Higher Education (2019-24)
  • Research Group co-lead, Philosophy, Religion and Education, Oxford
  • Research Coordinator, Kellogg College, Oxford
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)

 

Policy and funder reviews and expert groups:

 

Research(er) evaluation panels:

  • Chair, Education panel, Science and Technology Foundation, Portugal
  • Vice-chair of Education panel, Academy of Finland
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
  • Vice-chair, multiple Horizon Europe funding calls
  • Member of steering panel, research centres competition, ESRC
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • External Examiner, MSc Science and Technology Policy (Sussex)
  • Institutional reviews at University of Leuven, Belgium, University of Hong Kong
  • Recruitment panels in different universities

 

Editorship:

  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Joint Editor, Oxford Review of Education
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of BERA’s ‘Research Intelligence’ (2010-12)
  • Editorial board member: Review of Education; Educational Theory (review board), Journal of Educational Sciences

 

Learned societies:

  • Fellow of the Academy of Social Sciences, UK
  • Fellow of the Higher Education Academy, UK
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member, European Educational Research Association (2011-12)
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Convenor, Philosophy of Education Society of Great Britain, Oxford Branch
  • Member of BERA’s Academic Publications Committee
  • Member of the Research and International Forum of UCET (ongoing)

 

Susan is an Honorary Research Fellow and former Deputy Director of the department.

Susan completed a B.Ed at  Queensland University of Technology (QUT), Australia, and read for a MSc in Comparative and International Education and a DPhil in Education at the University of Oxford. Susan’s entire career has been in education in various forms: she taught in secondary schools in Australia and England before starting her academic career.

Susan’s research interests are in the following areas:

  • Technical and vocational education and training policy
  • Vocational excellence
  • Apprenticeship
  • Work based and professional learning
  • Quality and esteem in FE
  • Territory landscape
  • Skills economy

Professor Ewart Keep holds the chair in Education, Training and Skills at the Department of Education, Oxford University.

He was one of the founders and a director of the Centre on Skills, Knowledge & Organisational Performance (SKOPE). SKOPE was funded by the ESRC for the first 15 years of its life. Before coming to Oxford, he worked for 21 years in Warwick Business School, and then at the School of Social Sciences, Cardiff University. He has been at Oxford since 2013.

His first degree was in Modern History, Economic History and Politics (Royal Holloway College, University of London) and his PhD is in Industrial relations (University of Warwick). He has researched and written on apprenticeships, personnel management in schools and HE, HE policy more generally, the relationship between skills and economic performance, managerial attitudes towards investing in skills, qualifications reform, the youth labour market, adult and lifelong learning, and skills policy formation and enactment across the four UK nations. He is currently managing an ESRC-funded project on NEETs (those not in education, employment or training) in the UK, as part of a wider European project on NEETs.

He has served on major committees of the Scottish Funding Council, Higher Education Funding Council for England, and the Higher Education Funding Council for Wales, as well as advising HM Treasury, DBIS, DfE, the No.10 Policy Unit, the Cabinet Office, the UK Commission on Employment and Skills, the Scottish, Welsh, New South Wales, Queensland and New Zealand governments, the NAO, the OECD, and various professional bodies and think tanks (including Demos and IPPR). He also acted as an advisor to a Government Office for Science (Foresight) project on adult learning and the changing labour market, and was a member of the Greater London Authority’s task and finish group on the skills strategy for London. He is currently a member of the Scottish Government’s Labour Market Strategy Group.

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford where she leads a flagship master’s course in Comparative and International Education. She convenes the Comparative and International Education Research Group at the Department of Education.

Within comparative and international education, Maia Chankseliani works at the intersection of tertiary education and development. She researches societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies.

Methodologically, she utilises both qualitative and quantitative methods. Her work often combines secondary data analysis with insights gathered through semi-structured interviews and contextualised case studies.

Maia Chankseliani has published four books in the field of comparative and international education: What Happened to the Soviet University? (2022), Building Research Capacity at Universities: Insights from Post-Soviet Countries (2022), Comparing Post-Socialist Transformations: Purposes, Policies, and Practices in Education (2018), and Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice (2013).

She currently leads a major research project examining the impact of international mobility on world development (funded by the U.S. Department of State). Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, British Council, World Bank, Qatar Foundation, the European Commission.

With a background in education research, teaching, policy-making, leadership, and consultancy, Maia Chankseliani brings to her role extensive experience in diverse international settings. This breadth of experience informs her research and enables her to bridge theory and practice.

Maia Chankseliani engages with governments and gives academic and policy-relevant talks nationally and internationally. Her research regularly features in national and international media.

She holds a BA in Philology from Tbilisi State University (Georgia), an Ed. M in International Education Policy from Harvard University (USA), and a PhD in Education from the University of Cambridge (UK).

Maia Chankseliani serves as the Editor-in-Chief of the International Journal of Educational Research.

Nigel is Associate Professor of Education and Values. His research encompasses belief and values-based questions across education and research, including:

  • Religions, beliefs and secularities
  • Laws human rights and courts
  • Education and professional ethics
  • Educational research ethics

He teaches across several courses, particularly on beliefs & values, philosophies of education and research, and qualitative and mixed methodologies.

Current professional associations: Association of University Lecturers in Religion and Education; British Education Research Association; European Association of Research in Learning and Instruction; International Seminar for Religious Education and Values; Philosophy of Education (Great Britain) Society.

He is on the editorial board of Religionspädagogik in pluraler Gesellschaft, and regularly reviews for: British Journal of Religious Education, Journal of Beliefs and Values, Journal of Contemporary Religion, Oxford Review of Education, Religion, and Teachers and Teacher Education.

Advisory & consultancy: Nigel has been external advisor on research projects across Europe. He welcomes consultancy work with schools, educational organisations and governments, and has carried out projects around the world, notably in Bhutan, India and Lebanon.

Steve is Associate Professor of Teacher Education. He is subject lead for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln. He leads the interdisciplinary Education and Training for the Climate (ETC) Hub at Oxford.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and a DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a qualified Mountain Leader and rock climbing instructor, and Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, work that is developing through three progress reports on Geographical Education: (I) fields, interactions and relationships; (II) anti-racist, decolonial futures; (III) climate change education (forthcoming). His research has been funded by the GCRF, ESRC, AHRC, ICHR, Nuffield Foundation, Leverhulme Trust, Newton Fund, British Council, and PESGB. Recent collaborations include: Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune; the role of cultural heritage in curriculum making in Kolkata (GCRF); and the Smart Cities Network for Sustainable Urban Future project (ESRC / Newton Fund) which was shortlisted for the Newton Prize (India).

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’ which was shortlisted for the Vice-Chancellor’s teaching awards. These ideas are taken further in the context of school geography through his (2024) book: The Geography Teaching Adventure: reclaiming exploration to inspire curriculum and pedagogy.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

David Mills is an Associate Professor and Director of the Centre for Global Higher Education (CGHE).

His current research focuses on the political economy of the global science system, and its impact on institutional research and publishing cultures in African universities. His most recent book is ‘Who Counts: Ghanaian Academic Publishing and Global Science’, co-written with colleagues from the University of Ghana and Oxford, and available open access from African Minds:  https://www.africanminds.co.za/who-counts/

Trained in Anthropology, and with inter-disciplinary research interests, David uses ethnographic methods to study the inequalities created by global higher education. He is particularly interested in African university research cultures and the role of diamond Open Access scholarly journals within knowledge ecosystems.

He welcomes enquiries from potential doctoral students interested in studying African Higher Education, as well as research and publishing cultures.

Alis Oancea is Professor of Philosophy of Education and Research Policy and specialises in meta-research. She is also Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation and coordinator of the Department’s Policy, Economy and Society Research Theme.

Alis studies research practice, policy and governance, higher education and philosophy of research – including research and innovation ecosystems, responsible research and innovation, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities. Contributions to the integration and development of the field of meta-research include the collaborative production of the Handbook of Meta-Research (2024). This strand of work is complemented with a strong interest in teacher education research, knowledge and values in education, and the role of research in education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; and is Doctor Honoris Causa (Socialium Scientiarium) of the University of the West, Timisoara. She is a Fellow of the Academy of Social Sciences.

She currently leads a four-year ESRC/ CGHE research-on-research project  of international scale, co-leads the Responsible Knowledge Exchange, Engagement and Impact project, is CI on a Research Culture project focused on contributorship and authorship, and Chief Editorial Advisor of Routledge Open Research (Education). She is Research Coordinator in Kellogg College, Oxford, and Deputy Director of the ongoing ESRC CGHE Centre for Global Higher Education (2024-2029).

Past leadership roles have included Director of Research and REF 2021 coordinator in the Department (2016-20) and Deputy Director for Research before that, as well as Senior Academic Advisor on Impact, University of Oxford. She was Executive Council member and trustee of the British Educational Research Association Council member of the European Educational Research Association.

SELECTED PROFESSIONAL ACTIVITIES

University leadership:

  • Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation, University of Oxford
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Research Practice Group member, University of Oxford
  • Pro-Proctor, University of Oxford (2017-18)
  • Research Theme Coordinator,  Policy, Economy and Society (currently, also 2014-16)
  • Director of ESRC CGHE Centre for Global Higher Education (2024-2029) and member of Research Management Committee, ESRC Centre for Global Higher Education (2019-24)
  • Research Group co-lead, Philosophy, Religion and Education, Oxford
  • Research Coordinator, Kellogg College, Oxford
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)

 

Policy and funder reviews and expert groups:

 

Research(er) evaluation panels:

  • Chair, Education panel, Science and Technology Foundation, Portugal
  • Vice-chair of Education panel, Academy of Finland
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
  • Vice-chair, multiple Horizon Europe funding calls
  • Member of steering panel, research centres competition, ESRC
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • External Examiner, MSc Science and Technology Policy (Sussex)
  • Institutional reviews at University of Leuven, Belgium, University of Hong Kong
  • Recruitment panels in different universities

 

Editorship:

  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Joint Editor, Oxford Review of Education
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of BERA’s ‘Research Intelligence’ (2010-12)
  • Editorial board member: Review of Education; Educational Theory (review board), Journal of Educational Sciences

 

Learned societies:

  • Fellow of the Academy of Social Sciences, UK
  • Fellow of the Higher Education Academy, UK
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member, European Educational Research Association (2011-12)
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Convenor, Philosophy of Education Society of Great Britain, Oxford Branch
  • Member of BERA’s Academic Publications Committee
  • Member of the Research and International Forum of UCET (ongoing)

 

Susan is an Honorary Research Fellow and former Deputy Director of the department.

Susan completed a B.Ed at  Queensland University of Technology (QUT), Australia, and read for a MSc in Comparative and International Education and a DPhil in Education at the University of Oxford. Susan’s entire career has been in education in various forms: she taught in secondary schools in Australia and England before starting her academic career.

Susan’s research interests are in the following areas:

  • Technical and vocational education and training policy
  • Vocational excellence
  • Apprenticeship
  • Work based and professional learning
  • Quality and esteem in FE
  • Territory landscape
  • Skills economy

Professor Ewart Keep holds the chair in Education, Training and Skills at the Department of Education, Oxford University.

He was one of the founders and a director of the Centre on Skills, Knowledge & Organisational Performance (SKOPE). SKOPE was funded by the ESRC for the first 15 years of its life. Before coming to Oxford, he worked for 21 years in Warwick Business School, and then at the School of Social Sciences, Cardiff University. He has been at Oxford since 2013.

His first degree was in Modern History, Economic History and Politics (Royal Holloway College, University of London) and his PhD is in Industrial relations (University of Warwick). He has researched and written on apprenticeships, personnel management in schools and HE, HE policy more generally, the relationship between skills and economic performance, managerial attitudes towards investing in skills, qualifications reform, the youth labour market, adult and lifelong learning, and skills policy formation and enactment across the four UK nations. He is currently managing an ESRC-funded project on NEETs (those not in education, employment or training) in the UK, as part of a wider European project on NEETs.

He has served on major committees of the Scottish Funding Council, Higher Education Funding Council for England, and the Higher Education Funding Council for Wales, as well as advising HM Treasury, DBIS, DfE, the No.10 Policy Unit, the Cabinet Office, the UK Commission on Employment and Skills, the Scottish, Welsh, New South Wales, Queensland and New Zealand governments, the NAO, the OECD, and various professional bodies and think tanks (including Demos and IPPR). He also acted as an advisor to a Government Office for Science (Foresight) project on adult learning and the changing labour market, and was a member of the Greater London Authority’s task and finish group on the skills strategy for London. He is currently a member of the Scottish Government’s Labour Market Strategy Group.

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford where she leads a flagship master’s course in Comparative and International Education. She convenes the Comparative and International Education Research Group at the Department of Education.

Within comparative and international education, Maia Chankseliani works at the intersection of tertiary education and development. She researches societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies.

Methodologically, she utilises both qualitative and quantitative methods. Her work often combines secondary data analysis with insights gathered through semi-structured interviews and contextualised case studies.

Maia Chankseliani has published four books in the field of comparative and international education: What Happened to the Soviet University? (2022), Building Research Capacity at Universities: Insights from Post-Soviet Countries (2022), Comparing Post-Socialist Transformations: Purposes, Policies, and Practices in Education (2018), and Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice (2013).

She currently leads a major research project examining the impact of international mobility on world development (funded by the U.S. Department of State). Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, British Council, World Bank, Qatar Foundation, the European Commission.

With a background in education research, teaching, policy-making, leadership, and consultancy, Maia Chankseliani brings to her role extensive experience in diverse international settings. This breadth of experience informs her research and enables her to bridge theory and practice.

Maia Chankseliani engages with governments and gives academic and policy-relevant talks nationally and internationally. Her research regularly features in national and international media.

She holds a BA in Philology from Tbilisi State University (Georgia), an Ed. M in International Education Policy from Harvard University (USA), and a PhD in Education from the University of Cambridge (UK).

Maia Chankseliani serves as the Editor-in-Chief of the International Journal of Educational Research.

Nigel is Associate Professor of Education and Values. His research encompasses belief and values-based questions across education and research, including:

  • Religions, beliefs and secularities
  • Laws human rights and courts
  • Education and professional ethics
  • Educational research ethics

He teaches across several courses, particularly on beliefs & values, philosophies of education and research, and qualitative and mixed methodologies.

Current professional associations: Association of University Lecturers in Religion and Education; British Education Research Association; European Association of Research in Learning and Instruction; International Seminar for Religious Education and Values; Philosophy of Education (Great Britain) Society.

He is on the editorial board of Religionspädagogik in pluraler Gesellschaft, and regularly reviews for: British Journal of Religious Education, Journal of Beliefs and Values, Journal of Contemporary Religion, Oxford Review of Education, Religion, and Teachers and Teacher Education.

Advisory & consultancy: Nigel has been external advisor on research projects across Europe. He welcomes consultancy work with schools, educational organisations and governments, and has carried out projects around the world, notably in Bhutan, India and Lebanon.

Steve is Associate Professor of Teacher Education. He is subject lead for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln. He leads the interdisciplinary Education and Training for the Climate (ETC) Hub at Oxford.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and a DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a qualified Mountain Leader and rock climbing instructor, and Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, work that is developing through three progress reports on Geographical Education: (I) fields, interactions and relationships; (II) anti-racist, decolonial futures; (III) climate change education (forthcoming). His research has been funded by the GCRF, ESRC, AHRC, ICHR, Nuffield Foundation, Leverhulme Trust, Newton Fund, British Council, and PESGB. Recent collaborations include: Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune; the role of cultural heritage in curriculum making in Kolkata (GCRF); and the Smart Cities Network for Sustainable Urban Future project (ESRC / Newton Fund) which was shortlisted for the Newton Prize (India).

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’ which was shortlisted for the Vice-Chancellor’s teaching awards. These ideas are taken further in the context of school geography through his (2024) book: The Geography Teaching Adventure: reclaiming exploration to inspire curriculum and pedagogy.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

David Mills is an Associate Professor and Director of the Centre for Global Higher Education (CGHE).

His current research focuses on the political economy of the global science system, and its impact on institutional research and publishing cultures in African universities. His most recent book is ‘Who Counts: Ghanaian Academic Publishing and Global Science’, co-written with colleagues from the University of Ghana and Oxford, and available open access from African Minds:  https://www.africanminds.co.za/who-counts/

Trained in Anthropology, and with inter-disciplinary research interests, David uses ethnographic methods to study the inequalities created by global higher education. He is particularly interested in African university research cultures and the role of diamond Open Access scholarly journals within knowledge ecosystems.

He welcomes enquiries from potential doctoral students interested in studying African Higher Education, as well as research and publishing cultures.

Alis Oancea is Professor of Philosophy of Education and Research Policy and specialises in meta-research. She is also Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation and coordinator of the Department’s Policy, Economy and Society Research Theme.

Alis studies research practice, policy and governance, higher education and philosophy of research – including research and innovation ecosystems, responsible research and innovation, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities. Contributions to the integration and development of the field of meta-research include the collaborative production of the Handbook of Meta-Research (2024). This strand of work is complemented with a strong interest in teacher education research, knowledge and values in education, and the role of research in education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; and is Doctor Honoris Causa (Socialium Scientiarium) of the University of the West, Timisoara. She is a Fellow of the Academy of Social Sciences.

She currently leads a four-year ESRC/ CGHE research-on-research project  of international scale, co-leads the Responsible Knowledge Exchange, Engagement and Impact project, is CI on a Research Culture project focused on contributorship and authorship, and Chief Editorial Advisor of Routledge Open Research (Education). She is Research Coordinator in Kellogg College, Oxford, and Deputy Director of the ongoing ESRC CGHE Centre for Global Higher Education (2024-2029).

Past leadership roles have included Director of Research and REF 2021 coordinator in the Department (2016-20) and Deputy Director for Research before that, as well as Senior Academic Advisor on Impact, University of Oxford. She was Executive Council member and trustee of the British Educational Research Association Council member of the European Educational Research Association.

SELECTED PROFESSIONAL ACTIVITIES

University leadership:

  • Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation, University of Oxford
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Research Practice Group member, University of Oxford
  • Pro-Proctor, University of Oxford (2017-18)
  • Research Theme Coordinator,  Policy, Economy and Society (currently, also 2014-16)
  • Director of ESRC CGHE Centre for Global Higher Education (2024-2029) and member of Research Management Committee, ESRC Centre for Global Higher Education (2019-24)
  • Research Group co-lead, Philosophy, Religion and Education, Oxford
  • Research Coordinator, Kellogg College, Oxford
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)

 

Policy and funder reviews and expert groups:

 

Research(er) evaluation panels:

  • Chair, Education panel, Science and Technology Foundation, Portugal
  • Vice-chair of Education panel, Academy of Finland
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
  • Vice-chair, multiple Horizon Europe funding calls
  • Member of steering panel, research centres competition, ESRC
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • External Examiner, MSc Science and Technology Policy (Sussex)
  • Institutional reviews at University of Leuven, Belgium, University of Hong Kong
  • Recruitment panels in different universities

 

Editorship:

  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Joint Editor, Oxford Review of Education
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of BERA’s ‘Research Intelligence’ (2010-12)
  • Editorial board member: Review of Education; Educational Theory (review board), Journal of Educational Sciences

 

Learned societies:

  • Fellow of the Academy of Social Sciences, UK
  • Fellow of the Higher Education Academy, UK
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member, European Educational Research Association (2011-12)
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Convenor, Philosophy of Education Society of Great Britain, Oxford Branch
  • Member of BERA’s Academic Publications Committee
  • Member of the Research and International Forum of UCET (ongoing)

 

Susan is an Honorary Research Fellow and former Deputy Director of the department.

Susan completed a B.Ed at  Queensland University of Technology (QUT), Australia, and read for a MSc in Comparative and International Education and a DPhil in Education at the University of Oxford. Susan’s entire career has been in education in various forms: she taught in secondary schools in Australia and England before starting her academic career.

Susan’s research interests are in the following areas:

  • Technical and vocational education and training policy
  • Vocational excellence
  • Apprenticeship
  • Work based and professional learning
  • Quality and esteem in FE
  • Territory landscape
  • Skills economy

Professor Ewart Keep holds the chair in Education, Training and Skills at the Department of Education, Oxford University.

He was one of the founders and a director of the Centre on Skills, Knowledge & Organisational Performance (SKOPE). SKOPE was funded by the ESRC for the first 15 years of its life. Before coming to Oxford, he worked for 21 years in Warwick Business School, and then at the School of Social Sciences, Cardiff University. He has been at Oxford since 2013.

His first degree was in Modern History, Economic History and Politics (Royal Holloway College, University of London) and his PhD is in Industrial relations (University of Warwick). He has researched and written on apprenticeships, personnel management in schools and HE, HE policy more generally, the relationship between skills and economic performance, managerial attitudes towards investing in skills, qualifications reform, the youth labour market, adult and lifelong learning, and skills policy formation and enactment across the four UK nations. He is currently managing an ESRC-funded project on NEETs (those not in education, employment or training) in the UK, as part of a wider European project on NEETs.

He has served on major committees of the Scottish Funding Council, Higher Education Funding Council for England, and the Higher Education Funding Council for Wales, as well as advising HM Treasury, DBIS, DfE, the No.10 Policy Unit, the Cabinet Office, the UK Commission on Employment and Skills, the Scottish, Welsh, New South Wales, Queensland and New Zealand governments, the NAO, the OECD, and various professional bodies and think tanks (including Demos and IPPR). He also acted as an advisor to a Government Office for Science (Foresight) project on adult learning and the changing labour market, and was a member of the Greater London Authority’s task and finish group on the skills strategy for London. He is currently a member of the Scottish Government’s Labour Market Strategy Group.

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford where she leads a flagship master’s course in Comparative and International Education. She convenes the Comparative and International Education Research Group at the Department of Education.

Within comparative and international education, Maia Chankseliani works at the intersection of tertiary education and development. She researches societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies.

Methodologically, she utilises both qualitative and quantitative methods. Her work often combines secondary data analysis with insights gathered through semi-structured interviews and contextualised case studies.

Maia Chankseliani has published four books in the field of comparative and international education: What Happened to the Soviet University? (2022), Building Research Capacity at Universities: Insights from Post-Soviet Countries (2022), Comparing Post-Socialist Transformations: Purposes, Policies, and Practices in Education (2018), and Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice (2013).

She currently leads a major research project examining the impact of international mobility on world development (funded by the U.S. Department of State). Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, British Council, World Bank, Qatar Foundation, the European Commission.

With a background in education research, teaching, policy-making, leadership, and consultancy, Maia Chankseliani brings to her role extensive experience in diverse international settings. This breadth of experience informs her research and enables her to bridge theory and practice.

Maia Chankseliani engages with governments and gives academic and policy-relevant talks nationally and internationally. Her research regularly features in national and international media.

She holds a BA in Philology from Tbilisi State University (Georgia), an Ed. M in International Education Policy from Harvard University (USA), and a PhD in Education from the University of Cambridge (UK).

Maia Chankseliani serves as the Editor-in-Chief of the International Journal of Educational Research.

Nigel is Associate Professor of Education and Values. His research encompasses belief and values-based questions across education and research, including:

  • Religions, beliefs and secularities
  • Laws human rights and courts
  • Education and professional ethics
  • Educational research ethics

He teaches across several courses, particularly on beliefs & values, philosophies of education and research, and qualitative and mixed methodologies.

Current professional associations: Association of University Lecturers in Religion and Education; British Education Research Association; European Association of Research in Learning and Instruction; International Seminar for Religious Education and Values; Philosophy of Education (Great Britain) Society.

He is on the editorial board of Religionspädagogik in pluraler Gesellschaft, and regularly reviews for: British Journal of Religious Education, Journal of Beliefs and Values, Journal of Contemporary Religion, Oxford Review of Education, Religion, and Teachers and Teacher Education.

Advisory & consultancy: Nigel has been external advisor on research projects across Europe. He welcomes consultancy work with schools, educational organisations and governments, and has carried out projects around the world, notably in Bhutan, India and Lebanon.

Steve is Associate Professor of Teacher Education. He is subject lead for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln. He leads the interdisciplinary Education and Training for the Climate (ETC) Hub at Oxford.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and a DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a qualified Mountain Leader and rock climbing instructor, and Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, work that is developing through three progress reports on Geographical Education: (I) fields, interactions and relationships; (II) anti-racist, decolonial futures; (III) climate change education (forthcoming). His research has been funded by the GCRF, ESRC, AHRC, ICHR, Nuffield Foundation, Leverhulme Trust, Newton Fund, British Council, and PESGB. Recent collaborations include: Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune; the role of cultural heritage in curriculum making in Kolkata (GCRF); and the Smart Cities Network for Sustainable Urban Future project (ESRC / Newton Fund) which was shortlisted for the Newton Prize (India).

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’ which was shortlisted for the Vice-Chancellor’s teaching awards. These ideas are taken further in the context of school geography through his (2024) book: The Geography Teaching Adventure: reclaiming exploration to inspire curriculum and pedagogy.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

David Mills is an Associate Professor and Director of the Centre for Global Higher Education (CGHE).

His current research focuses on the political economy of the global science system, and its impact on institutional research and publishing cultures in African universities. His most recent book is ‘Who Counts: Ghanaian Academic Publishing and Global Science’, co-written with colleagues from the University of Ghana and Oxford, and available open access from African Minds:  https://www.africanminds.co.za/who-counts/

Trained in Anthropology, and with inter-disciplinary research interests, David uses ethnographic methods to study the inequalities created by global higher education. He is particularly interested in African university research cultures and the role of diamond Open Access scholarly journals within knowledge ecosystems.

He welcomes enquiries from potential doctoral students interested in studying African Higher Education, as well as research and publishing cultures.

Alis Oancea is Professor of Philosophy of Education and Research Policy and specialises in meta-research. She is also Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation and coordinator of the Department’s Policy, Economy and Society Research Theme.

Alis studies research practice, policy and governance, higher education and philosophy of research – including research and innovation ecosystems, responsible research and innovation, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities. Contributions to the integration and development of the field of meta-research include the collaborative production of the Handbook of Meta-Research (2024). This strand of work is complemented with a strong interest in teacher education research, knowledge and values in education, and the role of research in education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; and is Doctor Honoris Causa (Socialium Scientiarium) of the University of the West, Timisoara. She is a Fellow of the Academy of Social Sciences.

She currently leads a four-year ESRC/ CGHE research-on-research project  of international scale, co-leads the Responsible Knowledge Exchange, Engagement and Impact project, is CI on a Research Culture project focused on contributorship and authorship, and Chief Editorial Advisor of Routledge Open Research (Education). She is Research Coordinator in Kellogg College, Oxford, and Deputy Director of the ongoing ESRC CGHE Centre for Global Higher Education (2024-2029).

Past leadership roles have included Director of Research and REF 2021 coordinator in the Department (2016-20) and Deputy Director for Research before that, as well as Senior Academic Advisor on Impact, University of Oxford. She was Executive Council member and trustee of the British Educational Research Association Council member of the European Educational Research Association.

SELECTED PROFESSIONAL ACTIVITIES

University leadership:

  • Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation, University of Oxford
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Research Practice Group member, University of Oxford
  • Pro-Proctor, University of Oxford (2017-18)
  • Research Theme Coordinator,  Policy, Economy and Society (currently, also 2014-16)
  • Director of ESRC CGHE Centre for Global Higher Education (2024-2029) and member of Research Management Committee, ESRC Centre for Global Higher Education (2019-24)
  • Research Group co-lead, Philosophy, Religion and Education, Oxford
  • Research Coordinator, Kellogg College, Oxford
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)

 

Policy and funder reviews and expert groups:

 

Research(er) evaluation panels:

  • Chair, Education panel, Science and Technology Foundation, Portugal
  • Vice-chair of Education panel, Academy of Finland
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
  • Vice-chair, multiple Horizon Europe funding calls
  • Member of steering panel, research centres competition, ESRC
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • External Examiner, MSc Science and Technology Policy (Sussex)
  • Institutional reviews at University of Leuven, Belgium, University of Hong Kong
  • Recruitment panels in different universities

 

Editorship:

  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Joint Editor, Oxford Review of Education
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of BERA’s ‘Research Intelligence’ (2010-12)
  • Editorial board member: Review of Education; Educational Theory (review board), Journal of Educational Sciences

 

Learned societies:

  • Fellow of the Academy of Social Sciences, UK
  • Fellow of the Higher Education Academy, UK
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member, European Educational Research Association (2011-12)
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Convenor, Philosophy of Education Society of Great Britain, Oxford Branch
  • Member of BERA’s Academic Publications Committee
  • Member of the Research and International Forum of UCET (ongoing)

 

Susan is an Honorary Research Fellow and former Deputy Director of the department.

Susan completed a B.Ed at  Queensland University of Technology (QUT), Australia, and read for a MSc in Comparative and International Education and a DPhil in Education at the University of Oxford. Susan’s entire career has been in education in various forms: she taught in secondary schools in Australia and England before starting her academic career.

Susan’s research interests are in the following areas:

  • Technical and vocational education and training policy
  • Vocational excellence
  • Apprenticeship
  • Work based and professional learning
  • Quality and esteem in FE
  • Territory landscape
  • Skills economy

Professor Ewart Keep holds the chair in Education, Training and Skills at the Department of Education, Oxford University.

He was one of the founders and a director of the Centre on Skills, Knowledge & Organisational Performance (SKOPE). SKOPE was funded by the ESRC for the first 15 years of its life. Before coming to Oxford, he worked for 21 years in Warwick Business School, and then at the School of Social Sciences, Cardiff University. He has been at Oxford since 2013.

His first degree was in Modern History, Economic History and Politics (Royal Holloway College, University of London) and his PhD is in Industrial relations (University of Warwick). He has researched and written on apprenticeships, personnel management in schools and HE, HE policy more generally, the relationship between skills and economic performance, managerial attitudes towards investing in skills, qualifications reform, the youth labour market, adult and lifelong learning, and skills policy formation and enactment across the four UK nations. He is currently managing an ESRC-funded project on NEETs (those not in education, employment or training) in the UK, as part of a wider European project on NEETs.

He has served on major committees of the Scottish Funding Council, Higher Education Funding Council for England, and the Higher Education Funding Council for Wales, as well as advising HM Treasury, DBIS, DfE, the No.10 Policy Unit, the Cabinet Office, the UK Commission on Employment and Skills, the Scottish, Welsh, New South Wales, Queensland and New Zealand governments, the NAO, the OECD, and various professional bodies and think tanks (including Demos and IPPR). He also acted as an advisor to a Government Office for Science (Foresight) project on adult learning and the changing labour market, and was a member of the Greater London Authority’s task and finish group on the skills strategy for London. He is currently a member of the Scottish Government’s Labour Market Strategy Group.

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford where she leads a flagship master’s course in Comparative and International Education. She convenes the Comparative and International Education Research Group at the Department of Education.

Within comparative and international education, Maia Chankseliani works at the intersection of tertiary education and development. She researches societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies.

Methodologically, she utilises both qualitative and quantitative methods. Her work often combines secondary data analysis with insights gathered through semi-structured interviews and contextualised case studies.

Maia Chankseliani has published four books in the field of comparative and international education: What Happened to the Soviet University? (2022), Building Research Capacity at Universities: Insights from Post-Soviet Countries (2022), Comparing Post-Socialist Transformations: Purposes, Policies, and Practices in Education (2018), and Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice (2013).

She currently leads a major research project examining the impact of international mobility on world development (funded by the U.S. Department of State). Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, British Council, World Bank, Qatar Foundation, the European Commission.

With a background in education research, teaching, policy-making, leadership, and consultancy, Maia Chankseliani brings to her role extensive experience in diverse international settings. This breadth of experience informs her research and enables her to bridge theory and practice.

Maia Chankseliani engages with governments and gives academic and policy-relevant talks nationally and internationally. Her research regularly features in national and international media.

She holds a BA in Philology from Tbilisi State University (Georgia), an Ed. M in International Education Policy from Harvard University (USA), and a PhD in Education from the University of Cambridge (UK).

Maia Chankseliani serves as the Editor-in-Chief of the International Journal of Educational Research.

Nigel is Associate Professor of Education and Values. His research encompasses belief and values-based questions across education and research, including:

  • Religions, beliefs and secularities
  • Laws human rights and courts
  • Education and professional ethics
  • Educational research ethics

He teaches across several courses, particularly on beliefs & values, philosophies of education and research, and qualitative and mixed methodologies.

Current professional associations: Association of University Lecturers in Religion and Education; British Education Research Association; European Association of Research in Learning and Instruction; International Seminar for Religious Education and Values; Philosophy of Education (Great Britain) Society.

He is on the editorial board of Religionspädagogik in pluraler Gesellschaft, and regularly reviews for: British Journal of Religious Education, Journal of Beliefs and Values, Journal of Contemporary Religion, Oxford Review of Education, Religion, and Teachers and Teacher Education.

Advisory & consultancy: Nigel has been external advisor on research projects across Europe. He welcomes consultancy work with schools, educational organisations and governments, and has carried out projects around the world, notably in Bhutan, India and Lebanon.

Steve is Associate Professor of Teacher Education. He is subject lead for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln. He leads the interdisciplinary Education and Training for the Climate (ETC) Hub at Oxford.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and a DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a qualified Mountain Leader and rock climbing instructor, and Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, work that is developing through three progress reports on Geographical Education: (I) fields, interactions and relationships; (II) anti-racist, decolonial futures; (III) climate change education (forthcoming). His research has been funded by the GCRF, ESRC, AHRC, ICHR, Nuffield Foundation, Leverhulme Trust, Newton Fund, British Council, and PESGB. Recent collaborations include: Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune; the role of cultural heritage in curriculum making in Kolkata (GCRF); and the Smart Cities Network for Sustainable Urban Future project (ESRC / Newton Fund) which was shortlisted for the Newton Prize (India).

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’ which was shortlisted for the Vice-Chancellor’s teaching awards. These ideas are taken further in the context of school geography through his (2024) book: The Geography Teaching Adventure: reclaiming exploration to inspire curriculum and pedagogy.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

David Mills is an Associate Professor and Director of the Centre for Global Higher Education (CGHE).

His current research focuses on the political economy of the global science system, and its impact on institutional research and publishing cultures in African universities. His most recent book is ‘Who Counts: Ghanaian Academic Publishing and Global Science’, co-written with colleagues from the University of Ghana and Oxford, and available open access from African Minds:  https://www.africanminds.co.za/who-counts/

Trained in Anthropology, and with inter-disciplinary research interests, David uses ethnographic methods to study the inequalities created by global higher education. He is particularly interested in African university research cultures and the role of diamond Open Access scholarly journals within knowledge ecosystems.

He welcomes enquiries from potential doctoral students interested in studying African Higher Education, as well as research and publishing cultures.

Alis Oancea is Professor of Philosophy of Education and Research Policy and specialises in meta-research. She is also Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation and coordinator of the Department’s Policy, Economy and Society Research Theme.

Alis studies research practice, policy and governance, higher education and philosophy of research – including research and innovation ecosystems, responsible research and innovation, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities. Contributions to the integration and development of the field of meta-research include the collaborative production of the Handbook of Meta-Research (2024). This strand of work is complemented with a strong interest in teacher education research, knowledge and values in education, and the role of research in education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; and is Doctor Honoris Causa (Socialium Scientiarium) of the University of the West, Timisoara. She is a Fellow of the Academy of Social Sciences.

She currently leads a four-year ESRC/ CGHE research-on-research project  of international scale, co-leads the Responsible Knowledge Exchange, Engagement and Impact project, is CI on a Research Culture project focused on contributorship and authorship, and Chief Editorial Advisor of Routledge Open Research (Education). She is Research Coordinator in Kellogg College, Oxford, and Deputy Director of the ongoing ESRC CGHE Centre for Global Higher Education (2024-2029).

Past leadership roles have included Director of Research and REF 2021 coordinator in the Department (2016-20) and Deputy Director for Research before that, as well as Senior Academic Advisor on Impact, University of Oxford. She was Executive Council member and trustee of the British Educational Research Association Council member of the European Educational Research Association.

SELECTED PROFESSIONAL ACTIVITIES

University leadership:

  • Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation, University of Oxford
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Research Practice Group member, University of Oxford
  • Pro-Proctor, University of Oxford (2017-18)
  • Research Theme Coordinator,  Policy, Economy and Society (currently, also 2014-16)
  • Director of ESRC CGHE Centre for Global Higher Education (2024-2029) and member of Research Management Committee, ESRC Centre for Global Higher Education (2019-24)
  • Research Group co-lead, Philosophy, Religion and Education, Oxford
  • Research Coordinator, Kellogg College, Oxford
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)

 

Policy and funder reviews and expert groups:

 

Research(er) evaluation panels:

  • Chair, Education panel, Science and Technology Foundation, Portugal
  • Vice-chair of Education panel, Academy of Finland
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
  • Vice-chair, multiple Horizon Europe funding calls
  • Member of steering panel, research centres competition, ESRC
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • External Examiner, MSc Science and Technology Policy (Sussex)
  • Institutional reviews at University of Leuven, Belgium, University of Hong Kong
  • Recruitment panels in different universities

 

Editorship:

  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Joint Editor, Oxford Review of Education
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of BERA’s ‘Research Intelligence’ (2010-12)
  • Editorial board member: Review of Education; Educational Theory (review board), Journal of Educational Sciences

 

Learned societies:

  • Fellow of the Academy of Social Sciences, UK
  • Fellow of the Higher Education Academy, UK
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member, European Educational Research Association (2011-12)
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Convenor, Philosophy of Education Society of Great Britain, Oxford Branch
  • Member of BERA’s Academic Publications Committee
  • Member of the Research and International Forum of UCET (ongoing)

 

Susan is an Honorary Research Fellow and former Deputy Director of the department.

Susan completed a B.Ed at  Queensland University of Technology (QUT), Australia, and read for a MSc in Comparative and International Education and a DPhil in Education at the University of Oxford. Susan’s entire career has been in education in various forms: she taught in secondary schools in Australia and England before starting her academic career.

Susan’s research interests are in the following areas:

  • Technical and vocational education and training policy
  • Vocational excellence
  • Apprenticeship
  • Work based and professional learning
  • Quality and esteem in FE
  • Territory landscape
  • Skills economy

Professor Ewart Keep holds the chair in Education, Training and Skills at the Department of Education, Oxford University.

He was one of the founders and a director of the Centre on Skills, Knowledge & Organisational Performance (SKOPE). SKOPE was funded by the ESRC for the first 15 years of its life. Before coming to Oxford, he worked for 21 years in Warwick Business School, and then at the School of Social Sciences, Cardiff University. He has been at Oxford since 2013.

His first degree was in Modern History, Economic History and Politics (Royal Holloway College, University of London) and his PhD is in Industrial relations (University of Warwick). He has researched and written on apprenticeships, personnel management in schools and HE, HE policy more generally, the relationship between skills and economic performance, managerial attitudes towards investing in skills, qualifications reform, the youth labour market, adult and lifelong learning, and skills policy formation and enactment across the four UK nations. He is currently managing an ESRC-funded project on NEETs (those not in education, employment or training) in the UK, as part of a wider European project on NEETs.

He has served on major committees of the Scottish Funding Council, Higher Education Funding Council for England, and the Higher Education Funding Council for Wales, as well as advising HM Treasury, DBIS, DfE, the No.10 Policy Unit, the Cabinet Office, the UK Commission on Employment and Skills, the Scottish, Welsh, New South Wales, Queensland and New Zealand governments, the NAO, the OECD, and various professional bodies and think tanks (including Demos and IPPR). He also acted as an advisor to a Government Office for Science (Foresight) project on adult learning and the changing labour market, and was a member of the Greater London Authority’s task and finish group on the skills strategy for London. He is currently a member of the Scottish Government’s Labour Market Strategy Group.

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford where she leads a flagship master’s course in Comparative and International Education. She convenes the Comparative and International Education Research Group at the Department of Education.

Within comparative and international education, Maia Chankseliani works at the intersection of tertiary education and development. She researches societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies.

Methodologically, she utilises both qualitative and quantitative methods. Her work often combines secondary data analysis with insights gathered through semi-structured interviews and contextualised case studies.

Maia Chankseliani has published four books in the field of comparative and international education: What Happened to the Soviet University? (2022), Building Research Capacity at Universities: Insights from Post-Soviet Countries (2022), Comparing Post-Socialist Transformations: Purposes, Policies, and Practices in Education (2018), and Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice (2013).

She currently leads a major research project examining the impact of international mobility on world development (funded by the U.S. Department of State). Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, British Council, World Bank, Qatar Foundation, the European Commission.

With a background in education research, teaching, policy-making, leadership, and consultancy, Maia Chankseliani brings to her role extensive experience in diverse international settings. This breadth of experience informs her research and enables her to bridge theory and practice.

Maia Chankseliani engages with governments and gives academic and policy-relevant talks nationally and internationally. Her research regularly features in national and international media.

She holds a BA in Philology from Tbilisi State University (Georgia), an Ed. M in International Education Policy from Harvard University (USA), and a PhD in Education from the University of Cambridge (UK).

Maia Chankseliani serves as the Editor-in-Chief of the International Journal of Educational Research.

Nigel is Associate Professor of Education and Values. His research encompasses belief and values-based questions across education and research, including:

  • Religions, beliefs and secularities
  • Laws human rights and courts
  • Education and professional ethics
  • Educational research ethics

He teaches across several courses, particularly on beliefs & values, philosophies of education and research, and qualitative and mixed methodologies.

Current professional associations: Association of University Lecturers in Religion and Education; British Education Research Association; European Association of Research in Learning and Instruction; International Seminar for Religious Education and Values; Philosophy of Education (Great Britain) Society.

He is on the editorial board of Religionspädagogik in pluraler Gesellschaft, and regularly reviews for: British Journal of Religious Education, Journal of Beliefs and Values, Journal of Contemporary Religion, Oxford Review of Education, Religion, and Teachers and Teacher Education.

Advisory & consultancy: Nigel has been external advisor on research projects across Europe. He welcomes consultancy work with schools, educational organisations and governments, and has carried out projects around the world, notably in Bhutan, India and Lebanon.

Steve is Associate Professor of Teacher Education. He is subject lead for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln. He leads the interdisciplinary Education and Training for the Climate (ETC) Hub at Oxford.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and a DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a qualified Mountain Leader and rock climbing instructor, and Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, work that is developing through three progress reports on Geographical Education: (I) fields, interactions and relationships; (II) anti-racist, decolonial futures; (III) climate change education (forthcoming). His research has been funded by the GCRF, ESRC, AHRC, ICHR, Nuffield Foundation, Leverhulme Trust, Newton Fund, British Council, and PESGB. Recent collaborations include: Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune; the role of cultural heritage in curriculum making in Kolkata (GCRF); and the Smart Cities Network for Sustainable Urban Future project (ESRC / Newton Fund) which was shortlisted for the Newton Prize (India).

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’ which was shortlisted for the Vice-Chancellor’s teaching awards. These ideas are taken further in the context of school geography through his (2024) book: The Geography Teaching Adventure: reclaiming exploration to inspire curriculum and pedagogy.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

David Mills is an Associate Professor and Director of the Centre for Global Higher Education (CGHE).

His current research focuses on the political economy of the global science system, and its impact on institutional research and publishing cultures in African universities. His most recent book is ‘Who Counts: Ghanaian Academic Publishing and Global Science’, co-written with colleagues from the University of Ghana and Oxford, and available open access from African Minds:  https://www.africanminds.co.za/who-counts/

Trained in Anthropology, and with inter-disciplinary research interests, David uses ethnographic methods to study the inequalities created by global higher education. He is particularly interested in African university research cultures and the role of diamond Open Access scholarly journals within knowledge ecosystems.

He welcomes enquiries from potential doctoral students interested in studying African Higher Education, as well as research and publishing cultures.

Alis Oancea is Professor of Philosophy of Education and Research Policy and specialises in meta-research. She is also Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation and coordinator of the Department’s Policy, Economy and Society Research Theme.

Alis studies research practice, policy and governance, higher education and philosophy of research – including research and innovation ecosystems, responsible research and innovation, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities. Contributions to the integration and development of the field of meta-research include the collaborative production of the Handbook of Meta-Research (2024). This strand of work is complemented with a strong interest in teacher education research, knowledge and values in education, and the role of research in education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; and is Doctor Honoris Causa (Socialium Scientiarium) of the University of the West, Timisoara. She is a Fellow of the Academy of Social Sciences.

She currently leads a four-year ESRC/ CGHE research-on-research project  of international scale, co-leads the Responsible Knowledge Exchange, Engagement and Impact project, is CI on a Research Culture project focused on contributorship and authorship, and Chief Editorial Advisor of Routledge Open Research (Education). She is Research Coordinator in Kellogg College, Oxford, and Deputy Director of the ongoing ESRC CGHE Centre for Global Higher Education (2024-2029).

Past leadership roles have included Director of Research and REF 2021 coordinator in the Department (2016-20) and Deputy Director for Research before that, as well as Senior Academic Advisor on Impact, University of Oxford. She was Executive Council member and trustee of the British Educational Research Association Council member of the European Educational Research Association.

SELECTED PROFESSIONAL ACTIVITIES

University leadership:

  • Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation, University of Oxford
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Research Practice Group member, University of Oxford
  • Pro-Proctor, University of Oxford (2017-18)
  • Research Theme Coordinator,  Policy, Economy and Society (currently, also 2014-16)
  • Director of ESRC CGHE Centre for Global Higher Education (2024-2029) and member of Research Management Committee, ESRC Centre for Global Higher Education (2019-24)
  • Research Group co-lead, Philosophy, Religion and Education, Oxford
  • Research Coordinator, Kellogg College, Oxford
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)

 

Policy and funder reviews and expert groups:

 

Research(er) evaluation panels:

  • Chair, Education panel, Science and Technology Foundation, Portugal
  • Vice-chair of Education panel, Academy of Finland
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
  • Vice-chair, multiple Horizon Europe funding calls
  • Member of steering panel, research centres competition, ESRC
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • External Examiner, MSc Science and Technology Policy (Sussex)
  • Institutional reviews at University of Leuven, Belgium, University of Hong Kong
  • Recruitment panels in different universities

 

Editorship:

  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Joint Editor, Oxford Review of Education
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of BERA’s ‘Research Intelligence’ (2010-12)
  • Editorial board member: Review of Education; Educational Theory (review board), Journal of Educational Sciences

 

Learned societies:

  • Fellow of the Academy of Social Sciences, UK
  • Fellow of the Higher Education Academy, UK
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member, European Educational Research Association (2011-12)
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Convenor, Philosophy of Education Society of Great Britain, Oxford Branch
  • Member of BERA’s Academic Publications Committee
  • Member of the Research and International Forum of UCET (ongoing)

 

Susan is an Honorary Research Fellow and former Deputy Director of the department.

Susan completed a B.Ed at  Queensland University of Technology (QUT), Australia, and read for a MSc in Comparative and International Education and a DPhil in Education at the University of Oxford. Susan’s entire career has been in education in various forms: she taught in secondary schools in Australia and England before starting her academic career.

Susan’s research interests are in the following areas:

  • Technical and vocational education and training policy
  • Vocational excellence
  • Apprenticeship
  • Work based and professional learning
  • Quality and esteem in FE
  • Territory landscape
  • Skills economy

Professor Ewart Keep holds the chair in Education, Training and Skills at the Department of Education, Oxford University.

He was one of the founders and a director of the Centre on Skills, Knowledge & Organisational Performance (SKOPE). SKOPE was funded by the ESRC for the first 15 years of its life. Before coming to Oxford, he worked for 21 years in Warwick Business School, and then at the School of Social Sciences, Cardiff University. He has been at Oxford since 2013.

His first degree was in Modern History, Economic History and Politics (Royal Holloway College, University of London) and his PhD is in Industrial relations (University of Warwick). He has researched and written on apprenticeships, personnel management in schools and HE, HE policy more generally, the relationship between skills and economic performance, managerial attitudes towards investing in skills, qualifications reform, the youth labour market, adult and lifelong learning, and skills policy formation and enactment across the four UK nations. He is currently managing an ESRC-funded project on NEETs (those not in education, employment or training) in the UK, as part of a wider European project on NEETs.

He has served on major committees of the Scottish Funding Council, Higher Education Funding Council for England, and the Higher Education Funding Council for Wales, as well as advising HM Treasury, DBIS, DfE, the No.10 Policy Unit, the Cabinet Office, the UK Commission on Employment and Skills, the Scottish, Welsh, New South Wales, Queensland and New Zealand governments, the NAO, the OECD, and various professional bodies and think tanks (including Demos and IPPR). He also acted as an advisor to a Government Office for Science (Foresight) project on adult learning and the changing labour market, and was a member of the Greater London Authority’s task and finish group on the skills strategy for London. He is currently a member of the Scottish Government’s Labour Market Strategy Group.

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford where she leads a flagship master’s course in Comparative and International Education. She convenes the Comparative and International Education Research Group at the Department of Education.

Within comparative and international education, Maia Chankseliani works at the intersection of tertiary education and development. She researches societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies.

Methodologically, she utilises both qualitative and quantitative methods. Her work often combines secondary data analysis with insights gathered through semi-structured interviews and contextualised case studies.

Maia Chankseliani has published four books in the field of comparative and international education: What Happened to the Soviet University? (2022), Building Research Capacity at Universities: Insights from Post-Soviet Countries (2022), Comparing Post-Socialist Transformations: Purposes, Policies, and Practices in Education (2018), and Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice (2013).

She currently leads a major research project examining the impact of international mobility on world development (funded by the U.S. Department of State). Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, British Council, World Bank, Qatar Foundation, the European Commission.

With a background in education research, teaching, policy-making, leadership, and consultancy, Maia Chankseliani brings to her role extensive experience in diverse international settings. This breadth of experience informs her research and enables her to bridge theory and practice.

Maia Chankseliani engages with governments and gives academic and policy-relevant talks nationally and internationally. Her research regularly features in national and international media.

She holds a BA in Philology from Tbilisi State University (Georgia), an Ed. M in International Education Policy from Harvard University (USA), and a PhD in Education from the University of Cambridge (UK).

Maia Chankseliani serves as the Editor-in-Chief of the International Journal of Educational Research.

Nigel is Associate Professor of Education and Values. His research encompasses belief and values-based questions across education and research, including:

  • Religions, beliefs and secularities
  • Laws human rights and courts
  • Education and professional ethics
  • Educational research ethics

He teaches across several courses, particularly on beliefs & values, philosophies of education and research, and qualitative and mixed methodologies.

Current professional associations: Association of University Lecturers in Religion and Education; British Education Research Association; European Association of Research in Learning and Instruction; International Seminar for Religious Education and Values; Philosophy of Education (Great Britain) Society.

He is on the editorial board of Religionspädagogik in pluraler Gesellschaft, and regularly reviews for: British Journal of Religious Education, Journal of Beliefs and Values, Journal of Contemporary Religion, Oxford Review of Education, Religion, and Teachers and Teacher Education.

Advisory & consultancy: Nigel has been external advisor on research projects across Europe. He welcomes consultancy work with schools, educational organisations and governments, and has carried out projects around the world, notably in Bhutan, India and Lebanon.

Steve is Associate Professor of Teacher Education. He is subject lead for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln. He leads the interdisciplinary Education and Training for the Climate (ETC) Hub at Oxford.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and a DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a qualified Mountain Leader and rock climbing instructor, and Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, work that is developing through three progress reports on Geographical Education: (I) fields, interactions and relationships; (II) anti-racist, decolonial futures; (III) climate change education (forthcoming). His research has been funded by the GCRF, ESRC, AHRC, ICHR, Nuffield Foundation, Leverhulme Trust, Newton Fund, British Council, and PESGB. Recent collaborations include: Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune; the role of cultural heritage in curriculum making in Kolkata (GCRF); and the Smart Cities Network for Sustainable Urban Future project (ESRC / Newton Fund) which was shortlisted for the Newton Prize (India).

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’ which was shortlisted for the Vice-Chancellor’s teaching awards. These ideas are taken further in the context of school geography through his (2024) book: The Geography Teaching Adventure: reclaiming exploration to inspire curriculum and pedagogy.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

David Mills is an Associate Professor and Director of the Centre for Global Higher Education (CGHE).

His current research focuses on the political economy of the global science system, and its impact on institutional research and publishing cultures in African universities. His most recent book is ‘Who Counts: Ghanaian Academic Publishing and Global Science’, co-written with colleagues from the University of Ghana and Oxford, and available open access from African Minds:  https://www.africanminds.co.za/who-counts/

Trained in Anthropology, and with inter-disciplinary research interests, David uses ethnographic methods to study the inequalities created by global higher education. He is particularly interested in African university research cultures and the role of diamond Open Access scholarly journals within knowledge ecosystems.

He welcomes enquiries from potential doctoral students interested in studying African Higher Education, as well as research and publishing cultures.

Alis Oancea is Professor of Philosophy of Education and Research Policy and specialises in meta-research. She is also Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation and coordinator of the Department’s Policy, Economy and Society Research Theme.

Alis studies research practice, policy and governance, higher education and philosophy of research – including research and innovation ecosystems, responsible research and innovation, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities. Contributions to the integration and development of the field of meta-research include the collaborative production of the Handbook of Meta-Research (2024). This strand of work is complemented with a strong interest in teacher education research, knowledge and values in education, and the role of research in education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; and is Doctor Honoris Causa (Socialium Scientiarium) of the University of the West, Timisoara. She is a Fellow of the Academy of Social Sciences.

She currently leads a four-year ESRC/ CGHE research-on-research project  of international scale, co-leads the Responsible Knowledge Exchange, Engagement and Impact project, is CI on a Research Culture project focused on contributorship and authorship, and Chief Editorial Advisor of Routledge Open Research (Education). She is Research Coordinator in Kellogg College, Oxford, and Deputy Director of the ongoing ESRC CGHE Centre for Global Higher Education (2024-2029).

Past leadership roles have included Director of Research and REF 2021 coordinator in the Department (2016-20) and Deputy Director for Research before that, as well as Senior Academic Advisor on Impact, University of Oxford. She was Executive Council member and trustee of the British Educational Research Association Council member of the European Educational Research Association.

SELECTED PROFESSIONAL ACTIVITIES

University leadership:

  • Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation, University of Oxford
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Research Practice Group member, University of Oxford
  • Pro-Proctor, University of Oxford (2017-18)
  • Research Theme Coordinator,  Policy, Economy and Society (currently, also 2014-16)
  • Director of ESRC CGHE Centre for Global Higher Education (2024-2029) and member of Research Management Committee, ESRC Centre for Global Higher Education (2019-24)
  • Research Group co-lead, Philosophy, Religion and Education, Oxford
  • Research Coordinator, Kellogg College, Oxford
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)

 

Policy and funder reviews and expert groups:

 

Research(er) evaluation panels:

  • Chair, Education panel, Science and Technology Foundation, Portugal
  • Vice-chair of Education panel, Academy of Finland
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
  • Vice-chair, multiple Horizon Europe funding calls
  • Member of steering panel, research centres competition, ESRC
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • External Examiner, MSc Science and Technology Policy (Sussex)
  • Institutional reviews at University of Leuven, Belgium, University of Hong Kong
  • Recruitment panels in different universities

 

Editorship:

  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Joint Editor, Oxford Review of Education
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of BERA’s ‘Research Intelligence’ (2010-12)
  • Editorial board member: Review of Education; Educational Theory (review board), Journal of Educational Sciences

 

Learned societies:

  • Fellow of the Academy of Social Sciences, UK
  • Fellow of the Higher Education Academy, UK
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member, European Educational Research Association (2011-12)
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Convenor, Philosophy of Education Society of Great Britain, Oxford Branch
  • Member of BERA’s Academic Publications Committee
  • Member of the Research and International Forum of UCET (ongoing)

 

Susan is an Honorary Research Fellow and former Deputy Director of the department.

Susan completed a B.Ed at  Queensland University of Technology (QUT), Australia, and read for a MSc in Comparative and International Education and a DPhil in Education at the University of Oxford. Susan’s entire career has been in education in various forms: she taught in secondary schools in Australia and England before starting her academic career.

Susan’s research interests are in the following areas:

  • Technical and vocational education and training policy
  • Vocational excellence
  • Apprenticeship
  • Work based and professional learning
  • Quality and esteem in FE
  • Territory landscape
  • Skills economy

Professor Ewart Keep holds the chair in Education, Training and Skills at the Department of Education, Oxford University.

He was one of the founders and a director of the Centre on Skills, Knowledge & Organisational Performance (SKOPE). SKOPE was funded by the ESRC for the first 15 years of its life. Before coming to Oxford, he worked for 21 years in Warwick Business School, and then at the School of Social Sciences, Cardiff University. He has been at Oxford since 2013.

His first degree was in Modern History, Economic History and Politics (Royal Holloway College, University of London) and his PhD is in Industrial relations (University of Warwick). He has researched and written on apprenticeships, personnel management in schools and HE, HE policy more generally, the relationship between skills and economic performance, managerial attitudes towards investing in skills, qualifications reform, the youth labour market, adult and lifelong learning, and skills policy formation and enactment across the four UK nations. He is currently managing an ESRC-funded project on NEETs (those not in education, employment or training) in the UK, as part of a wider European project on NEETs.

He has served on major committees of the Scottish Funding Council, Higher Education Funding Council for England, and the Higher Education Funding Council for Wales, as well as advising HM Treasury, DBIS, DfE, the No.10 Policy Unit, the Cabinet Office, the UK Commission on Employment and Skills, the Scottish, Welsh, New South Wales, Queensland and New Zealand governments, the NAO, the OECD, and various professional bodies and think tanks (including Demos and IPPR). He also acted as an advisor to a Government Office for Science (Foresight) project on adult learning and the changing labour market, and was a member of the Greater London Authority’s task and finish group on the skills strategy for London. He is currently a member of the Scottish Government’s Labour Market Strategy Group.

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford where she leads a flagship master’s course in Comparative and International Education. She convenes the Comparative and International Education Research Group at the Department of Education.

Within comparative and international education, Maia Chankseliani works at the intersection of tertiary education and development. She researches societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies.

Methodologically, she utilises both qualitative and quantitative methods. Her work often combines secondary data analysis with insights gathered through semi-structured interviews and contextualised case studies.

Maia Chankseliani has published four books in the field of comparative and international education: What Happened to the Soviet University? (2022), Building Research Capacity at Universities: Insights from Post-Soviet Countries (2022), Comparing Post-Socialist Transformations: Purposes, Policies, and Practices in Education (2018), and Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice (2013).

She currently leads a major research project examining the impact of international mobility on world development (funded by the U.S. Department of State). Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, British Council, World Bank, Qatar Foundation, the European Commission.

With a background in education research, teaching, policy-making, leadership, and consultancy, Maia Chankseliani brings to her role extensive experience in diverse international settings. This breadth of experience informs her research and enables her to bridge theory and practice.

Maia Chankseliani engages with governments and gives academic and policy-relevant talks nationally and internationally. Her research regularly features in national and international media.

She holds a BA in Philology from Tbilisi State University (Georgia), an Ed. M in International Education Policy from Harvard University (USA), and a PhD in Education from the University of Cambridge (UK).

Maia Chankseliani serves as the Editor-in-Chief of the International Journal of Educational Research.

Nigel is Associate Professor of Education and Values. His research encompasses belief and values-based questions across education and research, including:

  • Religions, beliefs and secularities
  • Laws human rights and courts
  • Education and professional ethics
  • Educational research ethics

He teaches across several courses, particularly on beliefs & values, philosophies of education and research, and qualitative and mixed methodologies.

Current professional associations: Association of University Lecturers in Religion and Education; British Education Research Association; European Association of Research in Learning and Instruction; International Seminar for Religious Education and Values; Philosophy of Education (Great Britain) Society.

He is on the editorial board of Religionspädagogik in pluraler Gesellschaft, and regularly reviews for: British Journal of Religious Education, Journal of Beliefs and Values, Journal of Contemporary Religion, Oxford Review of Education, Religion, and Teachers and Teacher Education.

Advisory & consultancy: Nigel has been external advisor on research projects across Europe. He welcomes consultancy work with schools, educational organisations and governments, and has carried out projects around the world, notably in Bhutan, India and Lebanon.

Steve is Associate Professor of Teacher Education. He is subject lead for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln. He leads the interdisciplinary Education and Training for the Climate (ETC) Hub at Oxford.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and a DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a qualified Mountain Leader and rock climbing instructor, and Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, work that is developing through three progress reports on Geographical Education: (I) fields, interactions and relationships; (II) anti-racist, decolonial futures; (III) climate change education (forthcoming). His research has been funded by the GCRF, ESRC, AHRC, ICHR, Nuffield Foundation, Leverhulme Trust, Newton Fund, British Council, and PESGB. Recent collaborations include: Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune; the role of cultural heritage in curriculum making in Kolkata (GCRF); and the Smart Cities Network for Sustainable Urban Future project (ESRC / Newton Fund) which was shortlisted for the Newton Prize (India).

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’ which was shortlisted for the Vice-Chancellor’s teaching awards. These ideas are taken further in the context of school geography through his (2024) book: The Geography Teaching Adventure: reclaiming exploration to inspire curriculum and pedagogy.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

David Mills is an Associate Professor and Director of the Centre for Global Higher Education (CGHE).

His current research focuses on the political economy of the global science system, and its impact on institutional research and publishing cultures in African universities. His most recent book is ‘Who Counts: Ghanaian Academic Publishing and Global Science’, co-written with colleagues from the University of Ghana and Oxford, and available open access from African Minds:  https://www.africanminds.co.za/who-counts/

Trained in Anthropology, and with inter-disciplinary research interests, David uses ethnographic methods to study the inequalities created by global higher education. He is particularly interested in African university research cultures and the role of diamond Open Access scholarly journals within knowledge ecosystems.

He welcomes enquiries from potential doctoral students interested in studying African Higher Education, as well as research and publishing cultures.

Alis Oancea is Professor of Philosophy of Education and Research Policy and specialises in meta-research. She is also Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation and coordinator of the Department’s Policy, Economy and Society Research Theme.

Alis studies research practice, policy and governance, higher education and philosophy of research – including research and innovation ecosystems, responsible research and innovation, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities. Contributions to the integration and development of the field of meta-research include the collaborative production of the Handbook of Meta-Research (2024). This strand of work is complemented with a strong interest in teacher education research, knowledge and values in education, and the role of research in education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; and is Doctor Honoris Causa (Socialium Scientiarium) of the University of the West, Timisoara. She is a Fellow of the Academy of Social Sciences.

She currently leads a four-year ESRC/ CGHE research-on-research project  of international scale, co-leads the Responsible Knowledge Exchange, Engagement and Impact project, is CI on a Research Culture project focused on contributorship and authorship, and Chief Editorial Advisor of Routledge Open Research (Education). She is Research Coordinator in Kellogg College, Oxford, and Deputy Director of the ongoing ESRC CGHE Centre for Global Higher Education (2024-2029).

Past leadership roles have included Director of Research and REF 2021 coordinator in the Department (2016-20) and Deputy Director for Research before that, as well as Senior Academic Advisor on Impact, University of Oxford. She was Executive Council member and trustee of the British Educational Research Association Council member of the European Educational Research Association.

SELECTED PROFESSIONAL ACTIVITIES

University leadership:

  • Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation, University of Oxford
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Research Practice Group member, University of Oxford
  • Pro-Proctor, University of Oxford (2017-18)
  • Research Theme Coordinator,  Policy, Economy and Society (currently, also 2014-16)
  • Director of ESRC CGHE Centre for Global Higher Education (2024-2029) and member of Research Management Committee, ESRC Centre for Global Higher Education (2019-24)
  • Research Group co-lead, Philosophy, Religion and Education, Oxford
  • Research Coordinator, Kellogg College, Oxford
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)

 

Policy and funder reviews and expert groups:

 

Research(er) evaluation panels:

  • Chair, Education panel, Science and Technology Foundation, Portugal
  • Vice-chair of Education panel, Academy of Finland
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
  • Vice-chair, multiple Horizon Europe funding calls
  • Member of steering panel, research centres competition, ESRC
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • External Examiner, MSc Science and Technology Policy (Sussex)
  • Institutional reviews at University of Leuven, Belgium, University of Hong Kong
  • Recruitment panels in different universities

 

Editorship:

  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Joint Editor, Oxford Review of Education
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of BERA’s ‘Research Intelligence’ (2010-12)
  • Editorial board member: Review of Education; Educational Theory (review board), Journal of Educational Sciences

 

Learned societies:

  • Fellow of the Academy of Social Sciences, UK
  • Fellow of the Higher Education Academy, UK
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member, European Educational Research Association (2011-12)
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Convenor, Philosophy of Education Society of Great Britain, Oxford Branch
  • Member of BERA’s Academic Publications Committee
  • Member of the Research and International Forum of UCET (ongoing)

 

Susan is an Honorary Research Fellow and former Deputy Director of the department.

Susan completed a B.Ed at  Queensland University of Technology (QUT), Australia, and read for a MSc in Comparative and International Education and a DPhil in Education at the University of Oxford. Susan’s entire career has been in education in various forms: she taught in secondary schools in Australia and England before starting her academic career.

Susan’s research interests are in the following areas:

  • Technical and vocational education and training policy
  • Vocational excellence
  • Apprenticeship
  • Work based and professional learning
  • Quality and esteem in FE
  • Territory landscape
  • Skills economy

Professor Ewart Keep holds the chair in Education, Training and Skills at the Department of Education, Oxford University.

He was one of the founders and a director of the Centre on Skills, Knowledge & Organisational Performance (SKOPE). SKOPE was funded by the ESRC for the first 15 years of its life. Before coming to Oxford, he worked for 21 years in Warwick Business School, and then at the School of Social Sciences, Cardiff University. He has been at Oxford since 2013.

His first degree was in Modern History, Economic History and Politics (Royal Holloway College, University of London) and his PhD is in Industrial relations (University of Warwick). He has researched and written on apprenticeships, personnel management in schools and HE, HE policy more generally, the relationship between skills and economic performance, managerial attitudes towards investing in skills, qualifications reform, the youth labour market, adult and lifelong learning, and skills policy formation and enactment across the four UK nations. He is currently managing an ESRC-funded project on NEETs (those not in education, employment or training) in the UK, as part of a wider European project on NEETs.

He has served on major committees of the Scottish Funding Council, Higher Education Funding Council for England, and the Higher Education Funding Council for Wales, as well as advising HM Treasury, DBIS, DfE, the No.10 Policy Unit, the Cabinet Office, the UK Commission on Employment and Skills, the Scottish, Welsh, New South Wales, Queensland and New Zealand governments, the NAO, the OECD, and various professional bodies and think tanks (including Demos and IPPR). He also acted as an advisor to a Government Office for Science (Foresight) project on adult learning and the changing labour market, and was a member of the Greater London Authority’s task and finish group on the skills strategy for London. He is currently a member of the Scottish Government’s Labour Market Strategy Group.

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford where she leads a flagship master’s course in Comparative and International Education. She convenes the Comparative and International Education Research Group at the Department of Education.

Within comparative and international education, Maia Chankseliani works at the intersection of tertiary education and development. She researches societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies.

Methodologically, she utilises both qualitative and quantitative methods. Her work often combines secondary data analysis with insights gathered through semi-structured interviews and contextualised case studies.

Maia Chankseliani has published four books in the field of comparative and international education: What Happened to the Soviet University? (2022), Building Research Capacity at Universities: Insights from Post-Soviet Countries (2022), Comparing Post-Socialist Transformations: Purposes, Policies, and Practices in Education (2018), and Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice (2013).

She currently leads a major research project examining the impact of international mobility on world development (funded by the U.S. Department of State). Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, British Council, World Bank, Qatar Foundation, the European Commission.

With a background in education research, teaching, policy-making, leadership, and consultancy, Maia Chankseliani brings to her role extensive experience in diverse international settings. This breadth of experience informs her research and enables her to bridge theory and practice.

Maia Chankseliani engages with governments and gives academic and policy-relevant talks nationally and internationally. Her research regularly features in national and international media.

She holds a BA in Philology from Tbilisi State University (Georgia), an Ed. M in International Education Policy from Harvard University (USA), and a PhD in Education from the University of Cambridge (UK).

Maia Chankseliani serves as the Editor-in-Chief of the International Journal of Educational Research.

Nigel is Associate Professor of Education and Values. His research encompasses belief and values-based questions across education and research, including:

  • Religions, beliefs and secularities
  • Laws human rights and courts
  • Education and professional ethics
  • Educational research ethics

He teaches across several courses, particularly on beliefs & values, philosophies of education and research, and qualitative and mixed methodologies.

Current professional associations: Association of University Lecturers in Religion and Education; British Education Research Association; European Association of Research in Learning and Instruction; International Seminar for Religious Education and Values; Philosophy of Education (Great Britain) Society.

He is on the editorial board of Religionspädagogik in pluraler Gesellschaft, and regularly reviews for: British Journal of Religious Education, Journal of Beliefs and Values, Journal of Contemporary Religion, Oxford Review of Education, Religion, and Teachers and Teacher Education.

Advisory & consultancy: Nigel has been external advisor on research projects across Europe. He welcomes consultancy work with schools, educational organisations and governments, and has carried out projects around the world, notably in Bhutan, India and Lebanon.

Steve is Associate Professor of Teacher Education. He is subject lead for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln. He leads the interdisciplinary Education and Training for the Climate (ETC) Hub at Oxford.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and a DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a qualified Mountain Leader and rock climbing instructor, and Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, work that is developing through three progress reports on Geographical Education: (I) fields, interactions and relationships; (II) anti-racist, decolonial futures; (III) climate change education (forthcoming). His research has been funded by the GCRF, ESRC, AHRC, ICHR, Nuffield Foundation, Leverhulme Trust, Newton Fund, British Council, and PESGB. Recent collaborations include: Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune; the role of cultural heritage in curriculum making in Kolkata (GCRF); and the Smart Cities Network for Sustainable Urban Future project (ESRC / Newton Fund) which was shortlisted for the Newton Prize (India).

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’ which was shortlisted for the Vice-Chancellor’s teaching awards. These ideas are taken further in the context of school geography through his (2024) book: The Geography Teaching Adventure: reclaiming exploration to inspire curriculum and pedagogy.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

David Mills is an Associate Professor and Director of the Centre for Global Higher Education (CGHE).

His current research focuses on the political economy of the global science system, and its impact on institutional research and publishing cultures in African universities. His most recent book is ‘Who Counts: Ghanaian Academic Publishing and Global Science’, co-written with colleagues from the University of Ghana and Oxford, and available open access from African Minds:  https://www.africanminds.co.za/who-counts/

Trained in Anthropology, and with inter-disciplinary research interests, David uses ethnographic methods to study the inequalities created by global higher education. He is particularly interested in African university research cultures and the role of diamond Open Access scholarly journals within knowledge ecosystems.

He welcomes enquiries from potential doctoral students interested in studying African Higher Education, as well as research and publishing cultures.

Alis Oancea is Professor of Philosophy of Education and Research Policy and specialises in meta-research. She is also Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation and coordinator of the Department’s Policy, Economy and Society Research Theme.

Alis studies research practice, policy and governance, higher education and philosophy of research – including research and innovation ecosystems, responsible research and innovation, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities. Contributions to the integration and development of the field of meta-research include the collaborative production of the Handbook of Meta-Research (2024). This strand of work is complemented with a strong interest in teacher education research, knowledge and values in education, and the role of research in education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; and is Doctor Honoris Causa (Socialium Scientiarium) of the University of the West, Timisoara. She is a Fellow of the Academy of Social Sciences.

She currently leads a four-year ESRC/ CGHE research-on-research project  of international scale, co-leads the Responsible Knowledge Exchange, Engagement and Impact project, is CI on a Research Culture project focused on contributorship and authorship, and Chief Editorial Advisor of Routledge Open Research (Education). She is Research Coordinator in Kellogg College, Oxford, and Deputy Director of the ongoing ESRC CGHE Centre for Global Higher Education (2024-2029).

Past leadership roles have included Director of Research and REF 2021 coordinator in the Department (2016-20) and Deputy Director for Research before that, as well as Senior Academic Advisor on Impact, University of Oxford. She was Executive Council member and trustee of the British Educational Research Association Council member of the European Educational Research Association.

SELECTED PROFESSIONAL ACTIVITIES

University leadership:

  • Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation, University of Oxford
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Research Practice Group member, University of Oxford
  • Pro-Proctor, University of Oxford (2017-18)
  • Research Theme Coordinator,  Policy, Economy and Society (currently, also 2014-16)
  • Director of ESRC CGHE Centre for Global Higher Education (2024-2029) and member of Research Management Committee, ESRC Centre for Global Higher Education (2019-24)
  • Research Group co-lead, Philosophy, Religion and Education, Oxford
  • Research Coordinator, Kellogg College, Oxford
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)

 

Policy and funder reviews and expert groups:

 

Research(er) evaluation panels:

  • Chair, Education panel, Science and Technology Foundation, Portugal
  • Vice-chair of Education panel, Academy of Finland
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
  • Vice-chair, multiple Horizon Europe funding calls
  • Member of steering panel, research centres competition, ESRC
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • External Examiner, MSc Science and Technology Policy (Sussex)
  • Institutional reviews at University of Leuven, Belgium, University of Hong Kong
  • Recruitment panels in different universities

 

Editorship:

  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Joint Editor, Oxford Review of Education
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of BERA’s ‘Research Intelligence’ (2010-12)
  • Editorial board member: Review of Education; Educational Theory (review board), Journal of Educational Sciences

 

Learned societies:

  • Fellow of the Academy of Social Sciences, UK
  • Fellow of the Higher Education Academy, UK
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member, European Educational Research Association (2011-12)
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Convenor, Philosophy of Education Society of Great Britain, Oxford Branch
  • Member of BERA’s Academic Publications Committee
  • Member of the Research and International Forum of UCET (ongoing)

 

Susan is an Honorary Research Fellow and former Deputy Director of the department.

Susan completed a B.Ed at  Queensland University of Technology (QUT), Australia, and read for a MSc in Comparative and International Education and a DPhil in Education at the University of Oxford. Susan’s entire career has been in education in various forms: she taught in secondary schools in Australia and England before starting her academic career.

Susan’s research interests are in the following areas:

  • Technical and vocational education and training policy
  • Vocational excellence
  • Apprenticeship
  • Work based and professional learning
  • Quality and esteem in FE
  • Territory landscape
  • Skills economy

Professor Ewart Keep holds the chair in Education, Training and Skills at the Department of Education, Oxford University.

He was one of the founders and a director of the Centre on Skills, Knowledge & Organisational Performance (SKOPE). SKOPE was funded by the ESRC for the first 15 years of its life. Before coming to Oxford, he worked for 21 years in Warwick Business School, and then at the School of Social Sciences, Cardiff University. He has been at Oxford since 2013.

His first degree was in Modern History, Economic History and Politics (Royal Holloway College, University of London) and his PhD is in Industrial relations (University of Warwick). He has researched and written on apprenticeships, personnel management in schools and HE, HE policy more generally, the relationship between skills and economic performance, managerial attitudes towards investing in skills, qualifications reform, the youth labour market, adult and lifelong learning, and skills policy formation and enactment across the four UK nations. He is currently managing an ESRC-funded project on NEETs (those not in education, employment or training) in the UK, as part of a wider European project on NEETs.

He has served on major committees of the Scottish Funding Council, Higher Education Funding Council for England, and the Higher Education Funding Council for Wales, as well as advising HM Treasury, DBIS, DfE, the No.10 Policy Unit, the Cabinet Office, the UK Commission on Employment and Skills, the Scottish, Welsh, New South Wales, Queensland and New Zealand governments, the NAO, the OECD, and various professional bodies and think tanks (including Demos and IPPR). He also acted as an advisor to a Government Office for Science (Foresight) project on adult learning and the changing labour market, and was a member of the Greater London Authority’s task and finish group on the skills strategy for London. He is currently a member of the Scottish Government’s Labour Market Strategy Group.

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford where she leads a flagship master’s course in Comparative and International Education. She convenes the Comparative and International Education Research Group at the Department of Education.

Within comparative and international education, Maia Chankseliani works at the intersection of tertiary education and development. She researches societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies.

Methodologically, she utilises both qualitative and quantitative methods. Her work often combines secondary data analysis with insights gathered through semi-structured interviews and contextualised case studies.

Maia Chankseliani has published four books in the field of comparative and international education: What Happened to the Soviet University? (2022), Building Research Capacity at Universities: Insights from Post-Soviet Countries (2022), Comparing Post-Socialist Transformations: Purposes, Policies, and Practices in Education (2018), and Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice (2013).

She currently leads a major research project examining the impact of international mobility on world development (funded by the U.S. Department of State). Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, British Council, World Bank, Qatar Foundation, the European Commission.

With a background in education research, teaching, policy-making, leadership, and consultancy, Maia Chankseliani brings to her role extensive experience in diverse international settings. This breadth of experience informs her research and enables her to bridge theory and practice.

Maia Chankseliani engages with governments and gives academic and policy-relevant talks nationally and internationally. Her research regularly features in national and international media.

She holds a BA in Philology from Tbilisi State University (Georgia), an Ed. M in International Education Policy from Harvard University (USA), and a PhD in Education from the University of Cambridge (UK).

Maia Chankseliani serves as the Editor-in-Chief of the International Journal of Educational Research.

Nigel is Associate Professor of Education and Values. His research encompasses belief and values-based questions across education and research, including:

  • Religions, beliefs and secularities
  • Laws human rights and courts
  • Education and professional ethics
  • Educational research ethics

He teaches across several courses, particularly on beliefs & values, philosophies of education and research, and qualitative and mixed methodologies.

Current professional associations: Association of University Lecturers in Religion and Education; British Education Research Association; European Association of Research in Learning and Instruction; International Seminar for Religious Education and Values; Philosophy of Education (Great Britain) Society.

He is on the editorial board of Religionspädagogik in pluraler Gesellschaft, and regularly reviews for: British Journal of Religious Education, Journal of Beliefs and Values, Journal of Contemporary Religion, Oxford Review of Education, Religion, and Teachers and Teacher Education.

Advisory & consultancy: Nigel has been external advisor on research projects across Europe. He welcomes consultancy work with schools, educational organisations and governments, and has carried out projects around the world, notably in Bhutan, India and Lebanon.

Steve is Associate Professor of Teacher Education. He is subject lead for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln. He leads the interdisciplinary Education and Training for the Climate (ETC) Hub at Oxford.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and a DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a qualified Mountain Leader and rock climbing instructor, and Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, work that is developing through three progress reports on Geographical Education: (I) fields, interactions and relationships; (II) anti-racist, decolonial futures; (III) climate change education (forthcoming). His research has been funded by the GCRF, ESRC, AHRC, ICHR, Nuffield Foundation, Leverhulme Trust, Newton Fund, British Council, and PESGB. Recent collaborations include: Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune; the role of cultural heritage in curriculum making in Kolkata (GCRF); and the Smart Cities Network for Sustainable Urban Future project (ESRC / Newton Fund) which was shortlisted for the Newton Prize (India).

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’ which was shortlisted for the Vice-Chancellor’s teaching awards. These ideas are taken further in the context of school geography through his (2024) book: The Geography Teaching Adventure: reclaiming exploration to inspire curriculum and pedagogy.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

David Mills is an Associate Professor and Director of the Centre for Global Higher Education (CGHE).

His current research focuses on the political economy of the global science system, and its impact on institutional research and publishing cultures in African universities. His most recent book is ‘Who Counts: Ghanaian Academic Publishing and Global Science’, co-written with colleagues from the University of Ghana and Oxford, and available open access from African Minds:  https://www.africanminds.co.za/who-counts/

Trained in Anthropology, and with inter-disciplinary research interests, David uses ethnographic methods to study the inequalities created by global higher education. He is particularly interested in African university research cultures and the role of diamond Open Access scholarly journals within knowledge ecosystems.

He welcomes enquiries from potential doctoral students interested in studying African Higher Education, as well as research and publishing cultures.

Alis Oancea is Professor of Philosophy of Education and Research Policy and specialises in meta-research. She is also Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation and coordinator of the Department’s Policy, Economy and Society Research Theme.

Alis studies research practice, policy and governance, higher education and philosophy of research – including research and innovation ecosystems, responsible research and innovation, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities. Contributions to the integration and development of the field of meta-research include the collaborative production of the Handbook of Meta-Research (2024). This strand of work is complemented with a strong interest in teacher education research, knowledge and values in education, and the role of research in education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; and is Doctor Honoris Causa (Socialium Scientiarium) of the University of the West, Timisoara. She is a Fellow of the Academy of Social Sciences.

She currently leads a four-year ESRC/ CGHE research-on-research project  of international scale, co-leads the Responsible Knowledge Exchange, Engagement and Impact project, is CI on a Research Culture project focused on contributorship and authorship, and Chief Editorial Advisor of Routledge Open Research (Education). She is Research Coordinator in Kellogg College, Oxford, and Deputy Director of the ongoing ESRC CGHE Centre for Global Higher Education (2024-2029).

Past leadership roles have included Director of Research and REF 2021 coordinator in the Department (2016-20) and Deputy Director for Research before that, as well as Senior Academic Advisor on Impact, University of Oxford. She was Executive Council member and trustee of the British Educational Research Association Council member of the European Educational Research Association.

SELECTED PROFESSIONAL ACTIVITIES

University leadership:

  • Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation, University of Oxford
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Research Practice Group member, University of Oxford
  • Pro-Proctor, University of Oxford (2017-18)
  • Research Theme Coordinator,  Policy, Economy and Society (currently, also 2014-16)
  • Director of ESRC CGHE Centre for Global Higher Education (2024-2029) and member of Research Management Committee, ESRC Centre for Global Higher Education (2019-24)
  • Research Group co-lead, Philosophy, Religion and Education, Oxford
  • Research Coordinator, Kellogg College, Oxford
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)

 

Policy and funder reviews and expert groups:

 

Research(er) evaluation panels:

  • Chair, Education panel, Science and Technology Foundation, Portugal
  • Vice-chair of Education panel, Academy of Finland
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
  • Vice-chair, multiple Horizon Europe funding calls
  • Member of steering panel, research centres competition, ESRC
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • External Examiner, MSc Science and Technology Policy (Sussex)
  • Institutional reviews at University of Leuven, Belgium, University of Hong Kong
  • Recruitment panels in different universities

 

Editorship:

  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Joint Editor, Oxford Review of Education
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of BERA’s ‘Research Intelligence’ (2010-12)
  • Editorial board member: Review of Education; Educational Theory (review board), Journal of Educational Sciences

 

Learned societies:

  • Fellow of the Academy of Social Sciences, UK
  • Fellow of the Higher Education Academy, UK
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member, European Educational Research Association (2011-12)
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Convenor, Philosophy of Education Society of Great Britain, Oxford Branch
  • Member of BERA’s Academic Publications Committee
  • Member of the Research and International Forum of UCET (ongoing)

 

Susan is an Honorary Research Fellow and former Deputy Director of the department.

Susan completed a B.Ed at  Queensland University of Technology (QUT), Australia, and read for a MSc in Comparative and International Education and a DPhil in Education at the University of Oxford. Susan’s entire career has been in education in various forms: she taught in secondary schools in Australia and England before starting her academic career.

Susan’s research interests are in the following areas:

  • Technical and vocational education and training policy
  • Vocational excellence
  • Apprenticeship
  • Work based and professional learning
  • Quality and esteem in FE
  • Territory landscape
  • Skills economy

Professor Ewart Keep holds the chair in Education, Training and Skills at the Department of Education, Oxford University.

He was one of the founders and a director of the Centre on Skills, Knowledge & Organisational Performance (SKOPE). SKOPE was funded by the ESRC for the first 15 years of its life. Before coming to Oxford, he worked for 21 years in Warwick Business School, and then at the School of Social Sciences, Cardiff University. He has been at Oxford since 2013.

His first degree was in Modern History, Economic History and Politics (Royal Holloway College, University of London) and his PhD is in Industrial relations (University of Warwick). He has researched and written on apprenticeships, personnel management in schools and HE, HE policy more generally, the relationship between skills and economic performance, managerial attitudes towards investing in skills, qualifications reform, the youth labour market, adult and lifelong learning, and skills policy formation and enactment across the four UK nations. He is currently managing an ESRC-funded project on NEETs (those not in education, employment or training) in the UK, as part of a wider European project on NEETs.

He has served on major committees of the Scottish Funding Council, Higher Education Funding Council for England, and the Higher Education Funding Council for Wales, as well as advising HM Treasury, DBIS, DfE, the No.10 Policy Unit, the Cabinet Office, the UK Commission on Employment and Skills, the Scottish, Welsh, New South Wales, Queensland and New Zealand governments, the NAO, the OECD, and various professional bodies and think tanks (including Demos and IPPR). He also acted as an advisor to a Government Office for Science (Foresight) project on adult learning and the changing labour market, and was a member of the Greater London Authority’s task and finish group on the skills strategy for London. He is currently a member of the Scottish Government’s Labour Market Strategy Group.

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford where she leads a flagship master’s course in Comparative and International Education. She convenes the Comparative and International Education Research Group at the Department of Education.

Within comparative and international education, Maia Chankseliani works at the intersection of tertiary education and development. She researches societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies.

Methodologically, she utilises both qualitative and quantitative methods. Her work often combines secondary data analysis with insights gathered through semi-structured interviews and contextualised case studies.

Maia Chankseliani has published four books in the field of comparative and international education: What Happened to the Soviet University? (2022), Building Research Capacity at Universities: Insights from Post-Soviet Countries (2022), Comparing Post-Socialist Transformations: Purposes, Policies, and Practices in Education (2018), and Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice (2013).

She currently leads a major research project examining the impact of international mobility on world development (funded by the U.S. Department of State). Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, British Council, World Bank, Qatar Foundation, the European Commission.

With a background in education research, teaching, policy-making, leadership, and consultancy, Maia Chankseliani brings to her role extensive experience in diverse international settings. This breadth of experience informs her research and enables her to bridge theory and practice.

Maia Chankseliani engages with governments and gives academic and policy-relevant talks nationally and internationally. Her research regularly features in national and international media.

She holds a BA in Philology from Tbilisi State University (Georgia), an Ed. M in International Education Policy from Harvard University (USA), and a PhD in Education from the University of Cambridge (UK).

Maia Chankseliani serves as the Editor-in-Chief of the International Journal of Educational Research.

Nigel is Associate Professor of Education and Values. His research encompasses belief and values-based questions across education and research, including:

  • Religions, beliefs and secularities
  • Laws human rights and courts
  • Education and professional ethics
  • Educational research ethics

He teaches across several courses, particularly on beliefs & values, philosophies of education and research, and qualitative and mixed methodologies.

Current professional associations: Association of University Lecturers in Religion and Education; British Education Research Association; European Association of Research in Learning and Instruction; International Seminar for Religious Education and Values; Philosophy of Education (Great Britain) Society.

He is on the editorial board of Religionspädagogik in pluraler Gesellschaft, and regularly reviews for: British Journal of Religious Education, Journal of Beliefs and Values, Journal of Contemporary Religion, Oxford Review of Education, Religion, and Teachers and Teacher Education.

Advisory & consultancy: Nigel has been external advisor on research projects across Europe. He welcomes consultancy work with schools, educational organisations and governments, and has carried out projects around the world, notably in Bhutan, India and Lebanon.

Steve is Associate Professor of Teacher Education. He is subject lead for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln. He leads the interdisciplinary Education and Training for the Climate (ETC) Hub at Oxford.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and a DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a qualified Mountain Leader and rock climbing instructor, and Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, work that is developing through three progress reports on Geographical Education: (I) fields, interactions and relationships; (II) anti-racist, decolonial futures; (III) climate change education (forthcoming). His research has been funded by the GCRF, ESRC, AHRC, ICHR, Nuffield Foundation, Leverhulme Trust, Newton Fund, British Council, and PESGB. Recent collaborations include: Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune; the role of cultural heritage in curriculum making in Kolkata (GCRF); and the Smart Cities Network for Sustainable Urban Future project (ESRC / Newton Fund) which was shortlisted for the Newton Prize (India).

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’ which was shortlisted for the Vice-Chancellor’s teaching awards. These ideas are taken further in the context of school geography through his (2024) book: The Geography Teaching Adventure: reclaiming exploration to inspire curriculum and pedagogy.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

David Mills is an Associate Professor and Director of the Centre for Global Higher Education (CGHE).

His current research focuses on the political economy of the global science system, and its impact on institutional research and publishing cultures in African universities. His most recent book is ‘Who Counts: Ghanaian Academic Publishing and Global Science’, co-written with colleagues from the University of Ghana and Oxford, and available open access from African Minds:  https://www.africanminds.co.za/who-counts/

Trained in Anthropology, and with inter-disciplinary research interests, David uses ethnographic methods to study the inequalities created by global higher education. He is particularly interested in African university research cultures and the role of diamond Open Access scholarly journals within knowledge ecosystems.

He welcomes enquiries from potential doctoral students interested in studying African Higher Education, as well as research and publishing cultures.

Alis Oancea is Professor of Philosophy of Education and Research Policy and specialises in meta-research. She is also Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation and coordinator of the Department’s Policy, Economy and Society Research Theme.

Alis studies research practice, policy and governance, higher education and philosophy of research – including research and innovation ecosystems, responsible research and innovation, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities. Contributions to the integration and development of the field of meta-research include the collaborative production of the Handbook of Meta-Research (2024). This strand of work is complemented with a strong interest in teacher education research, knowledge and values in education, and the role of research in education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; and is Doctor Honoris Causa (Socialium Scientiarium) of the University of the West, Timisoara. She is a Fellow of the Academy of Social Sciences.

She currently leads a four-year ESRC/ CGHE research-on-research project  of international scale, co-leads the Responsible Knowledge Exchange, Engagement and Impact project, is CI on a Research Culture project focused on contributorship and authorship, and Chief Editorial Advisor of Routledge Open Research (Education). She is Research Coordinator in Kellogg College, Oxford, and Deputy Director of the ongoing ESRC CGHE Centre for Global Higher Education (2024-2029).

Past leadership roles have included Director of Research and REF 2021 coordinator in the Department (2016-20) and Deputy Director for Research before that, as well as Senior Academic Advisor on Impact, University of Oxford. She was Executive Council member and trustee of the British Educational Research Association Council member of the European Educational Research Association.

SELECTED PROFESSIONAL ACTIVITIES

University leadership:

  • Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation, University of Oxford
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Research Practice Group member, University of Oxford
  • Pro-Proctor, University of Oxford (2017-18)
  • Research Theme Coordinator,  Policy, Economy and Society (currently, also 2014-16)
  • Director of ESRC CGHE Centre for Global Higher Education (2024-2029) and member of Research Management Committee, ESRC Centre for Global Higher Education (2019-24)
  • Research Group co-lead, Philosophy, Religion and Education, Oxford
  • Research Coordinator, Kellogg College, Oxford
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)

 

Policy and funder reviews and expert groups:

 

Research(er) evaluation panels:

  • Chair, Education panel, Science and Technology Foundation, Portugal
  • Vice-chair of Education panel, Academy of Finland
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
  • Vice-chair, multiple Horizon Europe funding calls
  • Member of steering panel, research centres competition, ESRC
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • External Examiner, MSc Science and Technology Policy (Sussex)
  • Institutional reviews at University of Leuven, Belgium, University of Hong Kong
  • Recruitment panels in different universities

 

Editorship:

  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Joint Editor, Oxford Review of Education
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of BERA’s ‘Research Intelligence’ (2010-12)
  • Editorial board member: Review of Education; Educational Theory (review board), Journal of Educational Sciences

 

Learned societies:

  • Fellow of the Academy of Social Sciences, UK
  • Fellow of the Higher Education Academy, UK
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member, European Educational Research Association (2011-12)
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Convenor, Philosophy of Education Society of Great Britain, Oxford Branch
  • Member of BERA’s Academic Publications Committee
  • Member of the Research and International Forum of UCET (ongoing)

 

Susan is an Honorary Research Fellow and former Deputy Director of the department.

Susan completed a B.Ed at  Queensland University of Technology (QUT), Australia, and read for a MSc in Comparative and International Education and a DPhil in Education at the University of Oxford. Susan’s entire career has been in education in various forms: she taught in secondary schools in Australia and England before starting her academic career.

Susan’s research interests are in the following areas:

  • Technical and vocational education and training policy
  • Vocational excellence
  • Apprenticeship
  • Work based and professional learning
  • Quality and esteem in FE
  • Territory landscape
  • Skills economy

Professor Ewart Keep holds the chair in Education, Training and Skills at the Department of Education, Oxford University.

He was one of the founders and a director of the Centre on Skills, Knowledge & Organisational Performance (SKOPE). SKOPE was funded by the ESRC for the first 15 years of its life. Before coming to Oxford, he worked for 21 years in Warwick Business School, and then at the School of Social Sciences, Cardiff University. He has been at Oxford since 2013.

His first degree was in Modern History, Economic History and Politics (Royal Holloway College, University of London) and his PhD is in Industrial relations (University of Warwick). He has researched and written on apprenticeships, personnel management in schools and HE, HE policy more generally, the relationship between skills and economic performance, managerial attitudes towards investing in skills, qualifications reform, the youth labour market, adult and lifelong learning, and skills policy formation and enactment across the four UK nations. He is currently managing an ESRC-funded project on NEETs (those not in education, employment or training) in the UK, as part of a wider European project on NEETs.

He has served on major committees of the Scottish Funding Council, Higher Education Funding Council for England, and the Higher Education Funding Council for Wales, as well as advising HM Treasury, DBIS, DfE, the No.10 Policy Unit, the Cabinet Office, the UK Commission on Employment and Skills, the Scottish, Welsh, New South Wales, Queensland and New Zealand governments, the NAO, the OECD, and various professional bodies and think tanks (including Demos and IPPR). He also acted as an advisor to a Government Office for Science (Foresight) project on adult learning and the changing labour market, and was a member of the Greater London Authority’s task and finish group on the skills strategy for London. He is currently a member of the Scottish Government’s Labour Market Strategy Group.

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford where she leads a flagship master’s course in Comparative and International Education. She convenes the Comparative and International Education Research Group at the Department of Education.

Within comparative and international education, Maia Chankseliani works at the intersection of tertiary education and development. She researches societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies.

Methodologically, she utilises both qualitative and quantitative methods. Her work often combines secondary data analysis with insights gathered through semi-structured interviews and contextualised case studies.

Maia Chankseliani has published four books in the field of comparative and international education: What Happened to the Soviet University? (2022), Building Research Capacity at Universities: Insights from Post-Soviet Countries (2022), Comparing Post-Socialist Transformations: Purposes, Policies, and Practices in Education (2018), and Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice (2013).

She currently leads a major research project examining the impact of international mobility on world development (funded by the U.S. Department of State). Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, British Council, World Bank, Qatar Foundation, the European Commission.

With a background in education research, teaching, policy-making, leadership, and consultancy, Maia Chankseliani brings to her role extensive experience in diverse international settings. This breadth of experience informs her research and enables her to bridge theory and practice.

Maia Chankseliani engages with governments and gives academic and policy-relevant talks nationally and internationally. Her research regularly features in national and international media.

She holds a BA in Philology from Tbilisi State University (Georgia), an Ed. M in International Education Policy from Harvard University (USA), and a PhD in Education from the University of Cambridge (UK).

Maia Chankseliani serves as the Editor-in-Chief of the International Journal of Educational Research.

Nigel is Associate Professor of Education and Values. His research encompasses belief and values-based questions across education and research, including:

  • Religions, beliefs and secularities
  • Laws human rights and courts
  • Education and professional ethics
  • Educational research ethics

He teaches across several courses, particularly on beliefs & values, philosophies of education and research, and qualitative and mixed methodologies.

Current professional associations: Association of University Lecturers in Religion and Education; British Education Research Association; European Association of Research in Learning and Instruction; International Seminar for Religious Education and Values; Philosophy of Education (Great Britain) Society.

He is on the editorial board of Religionspädagogik in pluraler Gesellschaft, and regularly reviews for: British Journal of Religious Education, Journal of Beliefs and Values, Journal of Contemporary Religion, Oxford Review of Education, Religion, and Teachers and Teacher Education.

Advisory & consultancy: Nigel has been external advisor on research projects across Europe. He welcomes consultancy work with schools, educational organisations and governments, and has carried out projects around the world, notably in Bhutan, India and Lebanon.

Steve is Associate Professor of Teacher Education. He is subject lead for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln. He leads the interdisciplinary Education and Training for the Climate (ETC) Hub at Oxford.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and a DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a qualified Mountain Leader and rock climbing instructor, and Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, work that is developing through three progress reports on Geographical Education: (I) fields, interactions and relationships; (II) anti-racist, decolonial futures; (III) climate change education (forthcoming). His research has been funded by the GCRF, ESRC, AHRC, ICHR, Nuffield Foundation, Leverhulme Trust, Newton Fund, British Council, and PESGB. Recent collaborations include: Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune; the role of cultural heritage in curriculum making in Kolkata (GCRF); and the Smart Cities Network for Sustainable Urban Future project (ESRC / Newton Fund) which was shortlisted for the Newton Prize (India).

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’ which was shortlisted for the Vice-Chancellor’s teaching awards. These ideas are taken further in the context of school geography through his (2024) book: The Geography Teaching Adventure: reclaiming exploration to inspire curriculum and pedagogy.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

David Mills is an Associate Professor and Director of the Centre for Global Higher Education (CGHE).

His current research focuses on the political economy of the global science system, and its impact on institutional research and publishing cultures in African universities. His most recent book is ‘Who Counts: Ghanaian Academic Publishing and Global Science’, co-written with colleagues from the University of Ghana and Oxford, and available open access from African Minds:  https://www.africanminds.co.za/who-counts/

Trained in Anthropology, and with inter-disciplinary research interests, David uses ethnographic methods to study the inequalities created by global higher education. He is particularly interested in African university research cultures and the role of diamond Open Access scholarly journals within knowledge ecosystems.

He welcomes enquiries from potential doctoral students interested in studying African Higher Education, as well as research and publishing cultures.

Alis Oancea is Professor of Philosophy of Education and Research Policy and specialises in meta-research. She is also Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation and coordinator of the Department’s Policy, Economy and Society Research Theme.

Alis studies research practice, policy and governance, higher education and philosophy of research – including research and innovation ecosystems, responsible research and innovation, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities. Contributions to the integration and development of the field of meta-research include the collaborative production of the Handbook of Meta-Research (2024). This strand of work is complemented with a strong interest in teacher education research, knowledge and values in education, and the role of research in education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; and is Doctor Honoris Causa (Socialium Scientiarium) of the University of the West, Timisoara. She is a Fellow of the Academy of Social Sciences.

She currently leads a four-year ESRC/ CGHE research-on-research project  of international scale, co-leads the Responsible Knowledge Exchange, Engagement and Impact project, is CI on a Research Culture project focused on contributorship and authorship, and Chief Editorial Advisor of Routledge Open Research (Education). She is Research Coordinator in Kellogg College, Oxford, and Deputy Director of the ongoing ESRC CGHE Centre for Global Higher Education (2024-2029).

Past leadership roles have included Director of Research and REF 2021 coordinator in the Department (2016-20) and Deputy Director for Research before that, as well as Senior Academic Advisor on Impact, University of Oxford. She was Executive Council member and trustee of the British Educational Research Association Council member of the European Educational Research Association.

SELECTED PROFESSIONAL ACTIVITIES

University leadership:

  • Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation, University of Oxford
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Research Practice Group member, University of Oxford
  • Pro-Proctor, University of Oxford (2017-18)
  • Research Theme Coordinator,  Policy, Economy and Society (currently, also 2014-16)
  • Director of ESRC CGHE Centre for Global Higher Education (2024-2029) and member of Research Management Committee, ESRC Centre for Global Higher Education (2019-24)
  • Research Group co-lead, Philosophy, Religion and Education, Oxford
  • Research Coordinator, Kellogg College, Oxford
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)

 

Policy and funder reviews and expert groups:

 

Research(er) evaluation panels:

  • Chair, Education panel, Science and Technology Foundation, Portugal
  • Vice-chair of Education panel, Academy of Finland
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
  • Vice-chair, multiple Horizon Europe funding calls
  • Member of steering panel, research centres competition, ESRC
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • External Examiner, MSc Science and Technology Policy (Sussex)
  • Institutional reviews at University of Leuven, Belgium, University of Hong Kong
  • Recruitment panels in different universities

 

Editorship:

  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Joint Editor, Oxford Review of Education
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of BERA’s ‘Research Intelligence’ (2010-12)
  • Editorial board member: Review of Education; Educational Theory (review board), Journal of Educational Sciences

 

Learned societies:

  • Fellow of the Academy of Social Sciences, UK
  • Fellow of the Higher Education Academy, UK
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member, European Educational Research Association (2011-12)
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Convenor, Philosophy of Education Society of Great Britain, Oxford Branch
  • Member of BERA’s Academic Publications Committee
  • Member of the Research and International Forum of UCET (ongoing)

 

Susan is an Honorary Research Fellow and former Deputy Director of the department.

Susan completed a B.Ed at  Queensland University of Technology (QUT), Australia, and read for a MSc in Comparative and International Education and a DPhil in Education at the University of Oxford. Susan’s entire career has been in education in various forms: she taught in secondary schools in Australia and England before starting her academic career.

Susan’s research interests are in the following areas:

  • Technical and vocational education and training policy
  • Vocational excellence
  • Apprenticeship
  • Work based and professional learning
  • Quality and esteem in FE
  • Territory landscape
  • Skills economy

Professor Ewart Keep holds the chair in Education, Training and Skills at the Department of Education, Oxford University.

He was one of the founders and a director of the Centre on Skills, Knowledge & Organisational Performance (SKOPE). SKOPE was funded by the ESRC for the first 15 years of its life. Before coming to Oxford, he worked for 21 years in Warwick Business School, and then at the School of Social Sciences, Cardiff University. He has been at Oxford since 2013.

His first degree was in Modern History, Economic History and Politics (Royal Holloway College, University of London) and his PhD is in Industrial relations (University of Warwick). He has researched and written on apprenticeships, personnel management in schools and HE, HE policy more generally, the relationship between skills and economic performance, managerial attitudes towards investing in skills, qualifications reform, the youth labour market, adult and lifelong learning, and skills policy formation and enactment across the four UK nations. He is currently managing an ESRC-funded project on NEETs (those not in education, employment or training) in the UK, as part of a wider European project on NEETs.

He has served on major committees of the Scottish Funding Council, Higher Education Funding Council for England, and the Higher Education Funding Council for Wales, as well as advising HM Treasury, DBIS, DfE, the No.10 Policy Unit, the Cabinet Office, the UK Commission on Employment and Skills, the Scottish, Welsh, New South Wales, Queensland and New Zealand governments, the NAO, the OECD, and various professional bodies and think tanks (including Demos and IPPR). He also acted as an advisor to a Government Office for Science (Foresight) project on adult learning and the changing labour market, and was a member of the Greater London Authority’s task and finish group on the skills strategy for London. He is currently a member of the Scottish Government’s Labour Market Strategy Group.

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford where she leads a flagship master’s course in Comparative and International Education. She convenes the Comparative and International Education Research Group at the Department of Education.

Within comparative and international education, Maia Chankseliani works at the intersection of tertiary education and development. She researches societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies.

Methodologically, she utilises both qualitative and quantitative methods. Her work often combines secondary data analysis with insights gathered through semi-structured interviews and contextualised case studies.

Maia Chankseliani has published four books in the field of comparative and international education: What Happened to the Soviet University? (2022), Building Research Capacity at Universities: Insights from Post-Soviet Countries (2022), Comparing Post-Socialist Transformations: Purposes, Policies, and Practices in Education (2018), and Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice (2013).

She currently leads a major research project examining the impact of international mobility on world development (funded by the U.S. Department of State). Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, British Council, World Bank, Qatar Foundation, the European Commission.

With a background in education research, teaching, policy-making, leadership, and consultancy, Maia Chankseliani brings to her role extensive experience in diverse international settings. This breadth of experience informs her research and enables her to bridge theory and practice.

Maia Chankseliani engages with governments and gives academic and policy-relevant talks nationally and internationally. Her research regularly features in national and international media.

She holds a BA in Philology from Tbilisi State University (Georgia), an Ed. M in International Education Policy from Harvard University (USA), and a PhD in Education from the University of Cambridge (UK).

Maia Chankseliani serves as the Editor-in-Chief of the International Journal of Educational Research.

Nigel is Associate Professor of Education and Values. His research encompasses belief and values-based questions across education and research, including:

  • Religions, beliefs and secularities
  • Laws human rights and courts
  • Education and professional ethics
  • Educational research ethics

He teaches across several courses, particularly on beliefs & values, philosophies of education and research, and qualitative and mixed methodologies.

Current professional associations: Association of University Lecturers in Religion and Education; British Education Research Association; European Association of Research in Learning and Instruction; International Seminar for Religious Education and Values; Philosophy of Education (Great Britain) Society.

He is on the editorial board of Religionspädagogik in pluraler Gesellschaft, and regularly reviews for: British Journal of Religious Education, Journal of Beliefs and Values, Journal of Contemporary Religion, Oxford Review of Education, Religion, and Teachers and Teacher Education.

Advisory & consultancy: Nigel has been external advisor on research projects across Europe. He welcomes consultancy work with schools, educational organisations and governments, and has carried out projects around the world, notably in Bhutan, India and Lebanon.

Steve is Associate Professor of Teacher Education. He is subject lead for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln. He leads the interdisciplinary Education and Training for the Climate (ETC) Hub at Oxford.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and a DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a qualified Mountain Leader and rock climbing instructor, and Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, work that is developing through three progress reports on Geographical Education: (I) fields, interactions and relationships; (II) anti-racist, decolonial futures; (III) climate change education (forthcoming). His research has been funded by the GCRF, ESRC, AHRC, ICHR, Nuffield Foundation, Leverhulme Trust, Newton Fund, British Council, and PESGB. Recent collaborations include: Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune; the role of cultural heritage in curriculum making in Kolkata (GCRF); and the Smart Cities Network for Sustainable Urban Future project (ESRC / Newton Fund) which was shortlisted for the Newton Prize (India).

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’ which was shortlisted for the Vice-Chancellor’s teaching awards. These ideas are taken further in the context of school geography through his (2024) book: The Geography Teaching Adventure: reclaiming exploration to inspire curriculum and pedagogy.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

David Mills is an Associate Professor and Director of the Centre for Global Higher Education (CGHE).

His current research focuses on the political economy of the global science system, and its impact on institutional research and publishing cultures in African universities. His most recent book is ‘Who Counts: Ghanaian Academic Publishing and Global Science’, co-written with colleagues from the University of Ghana and Oxford, and available open access from African Minds:  https://www.africanminds.co.za/who-counts/

Trained in Anthropology, and with inter-disciplinary research interests, David uses ethnographic methods to study the inequalities created by global higher education. He is particularly interested in African university research cultures and the role of diamond Open Access scholarly journals within knowledge ecosystems.

He welcomes enquiries from potential doctoral students interested in studying African Higher Education, as well as research and publishing cultures.

Alis Oancea is Professor of Philosophy of Education and Research Policy and specialises in meta-research. She is also Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation and coordinator of the Department’s Policy, Economy and Society Research Theme.

Alis studies research practice, policy and governance, higher education and philosophy of research – including research and innovation ecosystems, responsible research and innovation, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities. Contributions to the integration and development of the field of meta-research include the collaborative production of the Handbook of Meta-Research (2024). This strand of work is complemented with a strong interest in teacher education research, knowledge and values in education, and the role of research in education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; and is Doctor Honoris Causa (Socialium Scientiarium) of the University of the West, Timisoara. She is a Fellow of the Academy of Social Sciences.

She currently leads a four-year ESRC/ CGHE research-on-research project  of international scale, co-leads the Responsible Knowledge Exchange, Engagement and Impact project, is CI on a Research Culture project focused on contributorship and authorship, and Chief Editorial Advisor of Routledge Open Research (Education). She is Research Coordinator in Kellogg College, Oxford, and Deputy Director of the ongoing ESRC CGHE Centre for Global Higher Education (2024-2029).

Past leadership roles have included Director of Research and REF 2021 coordinator in the Department (2016-20) and Deputy Director for Research before that, as well as Senior Academic Advisor on Impact, University of Oxford. She was Executive Council member and trustee of the British Educational Research Association Council member of the European Educational Research Association.

SELECTED PROFESSIONAL ACTIVITIES

University leadership:

  • Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation, University of Oxford
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Research Practice Group member, University of Oxford
  • Pro-Proctor, University of Oxford (2017-18)
  • Research Theme Coordinator,  Policy, Economy and Society (currently, also 2014-16)
  • Director of ESRC CGHE Centre for Global Higher Education (2024-2029) and member of Research Management Committee, ESRC Centre for Global Higher Education (2019-24)
  • Research Group co-lead, Philosophy, Religion and Education, Oxford
  • Research Coordinator, Kellogg College, Oxford
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)

 

Policy and funder reviews and expert groups:

 

Research(er) evaluation panels:

  • Chair, Education panel, Science and Technology Foundation, Portugal
  • Vice-chair of Education panel, Academy of Finland
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
  • Vice-chair, multiple Horizon Europe funding calls
  • Member of steering panel, research centres competition, ESRC
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • External Examiner, MSc Science and Technology Policy (Sussex)
  • Institutional reviews at University of Leuven, Belgium, University of Hong Kong
  • Recruitment panels in different universities

 

Editorship:

  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Joint Editor, Oxford Review of Education
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of BERA’s ‘Research Intelligence’ (2010-12)
  • Editorial board member: Review of Education; Educational Theory (review board), Journal of Educational Sciences

 

Learned societies:

  • Fellow of the Academy of Social Sciences, UK
  • Fellow of the Higher Education Academy, UK
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member, European Educational Research Association (2011-12)
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Convenor, Philosophy of Education Society of Great Britain, Oxford Branch
  • Member of BERA’s Academic Publications Committee
  • Member of the Research and International Forum of UCET (ongoing)

 

Susan is an Honorary Research Fellow and former Deputy Director of the department.

Susan completed a B.Ed at  Queensland University of Technology (QUT), Australia, and read for a MSc in Comparative and International Education and a DPhil in Education at the University of Oxford. Susan’s entire career has been in education in various forms: she taught in secondary schools in Australia and England before starting her academic career.

Susan’s research interests are in the following areas:

  • Technical and vocational education and training policy
  • Vocational excellence
  • Apprenticeship
  • Work based and professional learning
  • Quality and esteem in FE
  • Territory landscape
  • Skills economy

Professor Ewart Keep holds the chair in Education, Training and Skills at the Department of Education, Oxford University.

He was one of the founders and a director of the Centre on Skills, Knowledge & Organisational Performance (SKOPE). SKOPE was funded by the ESRC for the first 15 years of its life. Before coming to Oxford, he worked for 21 years in Warwick Business School, and then at the School of Social Sciences, Cardiff University. He has been at Oxford since 2013.

His first degree was in Modern History, Economic History and Politics (Royal Holloway College, University of London) and his PhD is in Industrial relations (University of Warwick). He has researched and written on apprenticeships, personnel management in schools and HE, HE policy more generally, the relationship between skills and economic performance, managerial attitudes towards investing in skills, qualifications reform, the youth labour market, adult and lifelong learning, and skills policy formation and enactment across the four UK nations. He is currently managing an ESRC-funded project on NEETs (those not in education, employment or training) in the UK, as part of a wider European project on NEETs.

He has served on major committees of the Scottish Funding Council, Higher Education Funding Council for England, and the Higher Education Funding Council for Wales, as well as advising HM Treasury, DBIS, DfE, the No.10 Policy Unit, the Cabinet Office, the UK Commission on Employment and Skills, the Scottish, Welsh, New South Wales, Queensland and New Zealand governments, the NAO, the OECD, and various professional bodies and think tanks (including Demos and IPPR). He also acted as an advisor to a Government Office for Science (Foresight) project on adult learning and the changing labour market, and was a member of the Greater London Authority’s task and finish group on the skills strategy for London. He is currently a member of the Scottish Government’s Labour Market Strategy Group.

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford where she leads a flagship master’s course in Comparative and International Education. She convenes the Comparative and International Education Research Group at the Department of Education.

Within comparative and international education, Maia Chankseliani works at the intersection of tertiary education and development. She researches societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies.

Methodologically, she utilises both qualitative and quantitative methods. Her work often combines secondary data analysis with insights gathered through semi-structured interviews and contextualised case studies.

Maia Chankseliani has published four books in the field of comparative and international education: What Happened to the Soviet University? (2022), Building Research Capacity at Universities: Insights from Post-Soviet Countries (2022), Comparing Post-Socialist Transformations: Purposes, Policies, and Practices in Education (2018), and Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice (2013).

She currently leads a major research project examining the impact of international mobility on world development (funded by the U.S. Department of State). Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, British Council, World Bank, Qatar Foundation, the European Commission.

With a background in education research, teaching, policy-making, leadership, and consultancy, Maia Chankseliani brings to her role extensive experience in diverse international settings. This breadth of experience informs her research and enables her to bridge theory and practice.

Maia Chankseliani engages with governments and gives academic and policy-relevant talks nationally and internationally. Her research regularly features in national and international media.

She holds a BA in Philology from Tbilisi State University (Georgia), an Ed. M in International Education Policy from Harvard University (USA), and a PhD in Education from the University of Cambridge (UK).

Maia Chankseliani serves as the Editor-in-Chief of the International Journal of Educational Research.

Nigel is Associate Professor of Education and Values. His research encompasses belief and values-based questions across education and research, including:

  • Religions, beliefs and secularities
  • Laws human rights and courts
  • Education and professional ethics
  • Educational research ethics

He teaches across several courses, particularly on beliefs & values, philosophies of education and research, and qualitative and mixed methodologies.

Current professional associations: Association of University Lecturers in Religion and Education; British Education Research Association; European Association of Research in Learning and Instruction; International Seminar for Religious Education and Values; Philosophy of Education (Great Britain) Society.

He is on the editorial board of Religionspädagogik in pluraler Gesellschaft, and regularly reviews for: British Journal of Religious Education, Journal of Beliefs and Values, Journal of Contemporary Religion, Oxford Review of Education, Religion, and Teachers and Teacher Education.

Advisory & consultancy: Nigel has been external advisor on research projects across Europe. He welcomes consultancy work with schools, educational organisations and governments, and has carried out projects around the world, notably in Bhutan, India and Lebanon.

Steve is Associate Professor of Teacher Education. He is subject lead for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln. He leads the interdisciplinary Education and Training for the Climate (ETC) Hub at Oxford.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and a DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a qualified Mountain Leader and rock climbing instructor, and Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, work that is developing through three progress reports on Geographical Education: (I) fields, interactions and relationships; (II) anti-racist, decolonial futures; (III) climate change education (forthcoming). His research has been funded by the GCRF, ESRC, AHRC, ICHR, Nuffield Foundation, Leverhulme Trust, Newton Fund, British Council, and PESGB. Recent collaborations include: Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune; the role of cultural heritage in curriculum making in Kolkata (GCRF); and the Smart Cities Network for Sustainable Urban Future project (ESRC / Newton Fund) which was shortlisted for the Newton Prize (India).

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’ which was shortlisted for the Vice-Chancellor’s teaching awards. These ideas are taken further in the context of school geography through his (2024) book: The Geography Teaching Adventure: reclaiming exploration to inspire curriculum and pedagogy.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

David Mills is an Associate Professor and Director of the Centre for Global Higher Education (CGHE).

His current research focuses on the political economy of the global science system, and its impact on institutional research and publishing cultures in African universities. His most recent book is ‘Who Counts: Ghanaian Academic Publishing and Global Science’, co-written with colleagues from the University of Ghana and Oxford, and available open access from African Minds:  https://www.africanminds.co.za/who-counts/

Trained in Anthropology, and with inter-disciplinary research interests, David uses ethnographic methods to study the inequalities created by global higher education. He is particularly interested in African university research cultures and the role of diamond Open Access scholarly journals within knowledge ecosystems.

He welcomes enquiries from potential doctoral students interested in studying African Higher Education, as well as research and publishing cultures.

Alis Oancea is Professor of Philosophy of Education and Research Policy and specialises in meta-research. She is also Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation and coordinator of the Department’s Policy, Economy and Society Research Theme.

Alis studies research practice, policy and governance, higher education and philosophy of research – including research and innovation ecosystems, responsible research and innovation, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities. Contributions to the integration and development of the field of meta-research include the collaborative production of the Handbook of Meta-Research (2024). This strand of work is complemented with a strong interest in teacher education research, knowledge and values in education, and the role of research in education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; and is Doctor Honoris Causa (Socialium Scientiarium) of the University of the West, Timisoara. She is a Fellow of the Academy of Social Sciences.

She currently leads a four-year ESRC/ CGHE research-on-research project  of international scale, co-leads the Responsible Knowledge Exchange, Engagement and Impact project, is CI on a Research Culture project focused on contributorship and authorship, and Chief Editorial Advisor of Routledge Open Research (Education). She is Research Coordinator in Kellogg College, Oxford, and Deputy Director of the ongoing ESRC CGHE Centre for Global Higher Education (2024-2029).

Past leadership roles have included Director of Research and REF 2021 coordinator in the Department (2016-20) and Deputy Director for Research before that, as well as Senior Academic Advisor on Impact, University of Oxford. She was Executive Council member and trustee of the British Educational Research Association Council member of the European Educational Research Association.

SELECTED PROFESSIONAL ACTIVITIES

University leadership:

  • Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation, University of Oxford
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Research Practice Group member, University of Oxford
  • Pro-Proctor, University of Oxford (2017-18)
  • Research Theme Coordinator,  Policy, Economy and Society (currently, also 2014-16)
  • Director of ESRC CGHE Centre for Global Higher Education (2024-2029) and member of Research Management Committee, ESRC Centre for Global Higher Education (2019-24)
  • Research Group co-lead, Philosophy, Religion and Education, Oxford
  • Research Coordinator, Kellogg College, Oxford
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)

 

Policy and funder reviews and expert groups:

 

Research(er) evaluation panels:

  • Chair, Education panel, Science and Technology Foundation, Portugal
  • Vice-chair of Education panel, Academy of Finland
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
  • Vice-chair, multiple Horizon Europe funding calls
  • Member of steering panel, research centres competition, ESRC
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • External Examiner, MSc Science and Technology Policy (Sussex)
  • Institutional reviews at University of Leuven, Belgium, University of Hong Kong
  • Recruitment panels in different universities

 

Editorship:

  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Joint Editor, Oxford Review of Education
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of BERA’s ‘Research Intelligence’ (2010-12)
  • Editorial board member: Review of Education; Educational Theory (review board), Journal of Educational Sciences

 

Learned societies:

  • Fellow of the Academy of Social Sciences, UK
  • Fellow of the Higher Education Academy, UK
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member, European Educational Research Association (2011-12)
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Convenor, Philosophy of Education Society of Great Britain, Oxford Branch
  • Member of BERA’s Academic Publications Committee
  • Member of the Research and International Forum of UCET (ongoing)

 

Susan is an Honorary Research Fellow and former Deputy Director of the department.

Susan completed a B.Ed at  Queensland University of Technology (QUT), Australia, and read for a MSc in Comparative and International Education and a DPhil in Education at the University of Oxford. Susan’s entire career has been in education in various forms: she taught in secondary schools in Australia and England before starting her academic career.

Susan’s research interests are in the following areas:

  • Technical and vocational education and training policy
  • Vocational excellence
  • Apprenticeship
  • Work based and professional learning
  • Quality and esteem in FE
  • Territory landscape
  • Skills economy

Professor Ewart Keep holds the chair in Education, Training and Skills at the Department of Education, Oxford University.

He was one of the founders and a director of the Centre on Skills, Knowledge & Organisational Performance (SKOPE). SKOPE was funded by the ESRC for the first 15 years of its life. Before coming to Oxford, he worked for 21 years in Warwick Business School, and then at the School of Social Sciences, Cardiff University. He has been at Oxford since 2013.

His first degree was in Modern History, Economic History and Politics (Royal Holloway College, University of London) and his PhD is in Industrial relations (University of Warwick). He has researched and written on apprenticeships, personnel management in schools and HE, HE policy more generally, the relationship between skills and economic performance, managerial attitudes towards investing in skills, qualifications reform, the youth labour market, adult and lifelong learning, and skills policy formation and enactment across the four UK nations. He is currently managing an ESRC-funded project on NEETs (those not in education, employment or training) in the UK, as part of a wider European project on NEETs.

He has served on major committees of the Scottish Funding Council, Higher Education Funding Council for England, and the Higher Education Funding Council for Wales, as well as advising HM Treasury, DBIS, DfE, the No.10 Policy Unit, the Cabinet Office, the UK Commission on Employment and Skills, the Scottish, Welsh, New South Wales, Queensland and New Zealand governments, the NAO, the OECD, and various professional bodies and think tanks (including Demos and IPPR). He also acted as an advisor to a Government Office for Science (Foresight) project on adult learning and the changing labour market, and was a member of the Greater London Authority’s task and finish group on the skills strategy for London. He is currently a member of the Scottish Government’s Labour Market Strategy Group.

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford where she leads a flagship master’s course in Comparative and International Education. She convenes the Comparative and International Education Research Group at the Department of Education.

Within comparative and international education, Maia Chankseliani works at the intersection of tertiary education and development. She researches societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies.

Methodologically, she utilises both qualitative and quantitative methods. Her work often combines secondary data analysis with insights gathered through semi-structured interviews and contextualised case studies.

Maia Chankseliani has published four books in the field of comparative and international education: What Happened to the Soviet University? (2022), Building Research Capacity at Universities: Insights from Post-Soviet Countries (2022), Comparing Post-Socialist Transformations: Purposes, Policies, and Practices in Education (2018), and Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice (2013).

She currently leads a major research project examining the impact of international mobility on world development (funded by the U.S. Department of State). Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, British Council, World Bank, Qatar Foundation, the European Commission.

With a background in education research, teaching, policy-making, leadership, and consultancy, Maia Chankseliani brings to her role extensive experience in diverse international settings. This breadth of experience informs her research and enables her to bridge theory and practice.

Maia Chankseliani engages with governments and gives academic and policy-relevant talks nationally and internationally. Her research regularly features in national and international media.

She holds a BA in Philology from Tbilisi State University (Georgia), an Ed. M in International Education Policy from Harvard University (USA), and a PhD in Education from the University of Cambridge (UK).

Maia Chankseliani serves as the Editor-in-Chief of the International Journal of Educational Research.

Nigel is Associate Professor of Education and Values. His research encompasses belief and values-based questions across education and research, including:

  • Religions, beliefs and secularities
  • Laws human rights and courts
  • Education and professional ethics
  • Educational research ethics

He teaches across several courses, particularly on beliefs & values, philosophies of education and research, and qualitative and mixed methodologies.

Current professional associations: Association of University Lecturers in Religion and Education; British Education Research Association; European Association of Research in Learning and Instruction; International Seminar for Religious Education and Values; Philosophy of Education (Great Britain) Society.

He is on the editorial board of Religionspädagogik in pluraler Gesellschaft, and regularly reviews for: British Journal of Religious Education, Journal of Beliefs and Values, Journal of Contemporary Religion, Oxford Review of Education, Religion, and Teachers and Teacher Education.

Advisory & consultancy: Nigel has been external advisor on research projects across Europe. He welcomes consultancy work with schools, educational organisations and governments, and has carried out projects around the world, notably in Bhutan, India and Lebanon.

Steve is Associate Professor of Teacher Education. He is subject lead for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln. He leads the interdisciplinary Education and Training for the Climate (ETC) Hub at Oxford.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and a DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a qualified Mountain Leader and rock climbing instructor, and Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, work that is developing through three progress reports on Geographical Education: (I) fields, interactions and relationships; (II) anti-racist, decolonial futures; (III) climate change education (forthcoming). His research has been funded by the GCRF, ESRC, AHRC, ICHR, Nuffield Foundation, Leverhulme Trust, Newton Fund, British Council, and PESGB. Recent collaborations include: Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune; the role of cultural heritage in curriculum making in Kolkata (GCRF); and the Smart Cities Network for Sustainable Urban Future project (ESRC / Newton Fund) which was shortlisted for the Newton Prize (India).

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’ which was shortlisted for the Vice-Chancellor’s teaching awards. These ideas are taken further in the context of school geography through his (2024) book: The Geography Teaching Adventure: reclaiming exploration to inspire curriculum and pedagogy.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

David Mills is an Associate Professor and Director of the Centre for Global Higher Education (CGHE).

His current research focuses on the political economy of the global science system, and its impact on institutional research and publishing cultures in African universities. His most recent book is ‘Who Counts: Ghanaian Academic Publishing and Global Science’, co-written with colleagues from the University of Ghana and Oxford, and available open access from African Minds:  https://www.africanminds.co.za/who-counts/

Trained in Anthropology, and with inter-disciplinary research interests, David uses ethnographic methods to study the inequalities created by global higher education. He is particularly interested in African university research cultures and the role of diamond Open Access scholarly journals within knowledge ecosystems.

He welcomes enquiries from potential doctoral students interested in studying African Higher Education, as well as research and publishing cultures.

Alis Oancea is Professor of Philosophy of Education and Research Policy and specialises in meta-research. She is also Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation and coordinator of the Department’s Policy, Economy and Society Research Theme.

Alis studies research practice, policy and governance, higher education and philosophy of research – including research and innovation ecosystems, responsible research and innovation, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities. Contributions to the integration and development of the field of meta-research include the collaborative production of the Handbook of Meta-Research (2024). This strand of work is complemented with a strong interest in teacher education research, knowledge and values in education, and the role of research in education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; and is Doctor Honoris Causa (Socialium Scientiarium) of the University of the West, Timisoara. She is a Fellow of the Academy of Social Sciences.

She currently leads a four-year ESRC/ CGHE research-on-research project  of international scale, co-leads the Responsible Knowledge Exchange, Engagement and Impact project, is CI on a Research Culture project focused on contributorship and authorship, and Chief Editorial Advisor of Routledge Open Research (Education). She is Research Coordinator in Kellogg College, Oxford, and Deputy Director of the ongoing ESRC CGHE Centre for Global Higher Education (2024-2029).

Past leadership roles have included Director of Research and REF 2021 coordinator in the Department (2016-20) and Deputy Director for Research before that, as well as Senior Academic Advisor on Impact, University of Oxford. She was Executive Council member and trustee of the British Educational Research Association Council member of the European Educational Research Association.

SELECTED PROFESSIONAL ACTIVITIES

University leadership:

  • Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation, University of Oxford
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Research Practice Group member, University of Oxford
  • Pro-Proctor, University of Oxford (2017-18)
  • Research Theme Coordinator,  Policy, Economy and Society (currently, also 2014-16)
  • Director of ESRC CGHE Centre for Global Higher Education (2024-2029) and member of Research Management Committee, ESRC Centre for Global Higher Education (2019-24)
  • Research Group co-lead, Philosophy, Religion and Education, Oxford
  • Research Coordinator, Kellogg College, Oxford
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)

 

Policy and funder reviews and expert groups:

 

Research(er) evaluation panels:

  • Chair, Education panel, Science and Technology Foundation, Portugal
  • Vice-chair of Education panel, Academy of Finland
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
  • Vice-chair, multiple Horizon Europe funding calls
  • Member of steering panel, research centres competition, ESRC
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • External Examiner, MSc Science and Technology Policy (Sussex)
  • Institutional reviews at University of Leuven, Belgium, University of Hong Kong
  • Recruitment panels in different universities

 

Editorship:

  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Joint Editor, Oxford Review of Education
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of BERA’s ‘Research Intelligence’ (2010-12)
  • Editorial board member: Review of Education; Educational Theory (review board), Journal of Educational Sciences

 

Learned societies:

  • Fellow of the Academy of Social Sciences, UK
  • Fellow of the Higher Education Academy, UK
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member, European Educational Research Association (2011-12)
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Convenor, Philosophy of Education Society of Great Britain, Oxford Branch
  • Member of BERA’s Academic Publications Committee
  • Member of the Research and International Forum of UCET (ongoing)

 

Susan is an Honorary Research Fellow and former Deputy Director of the department.

Susan completed a B.Ed at  Queensland University of Technology (QUT), Australia, and read for a MSc in Comparative and International Education and a DPhil in Education at the University of Oxford. Susan’s entire career has been in education in various forms: she taught in secondary schools in Australia and England before starting her academic career.

Susan’s research interests are in the following areas:

  • Technical and vocational education and training policy
  • Vocational excellence
  • Apprenticeship
  • Work based and professional learning
  • Quality and esteem in FE
  • Territory landscape
  • Skills economy

Professor Ewart Keep holds the chair in Education, Training and Skills at the Department of Education, Oxford University.

He was one of the founders and a director of the Centre on Skills, Knowledge & Organisational Performance (SKOPE). SKOPE was funded by the ESRC for the first 15 years of its life. Before coming to Oxford, he worked for 21 years in Warwick Business School, and then at the School of Social Sciences, Cardiff University. He has been at Oxford since 2013.

His first degree was in Modern History, Economic History and Politics (Royal Holloway College, University of London) and his PhD is in Industrial relations (University of Warwick). He has researched and written on apprenticeships, personnel management in schools and HE, HE policy more generally, the relationship between skills and economic performance, managerial attitudes towards investing in skills, qualifications reform, the youth labour market, adult and lifelong learning, and skills policy formation and enactment across the four UK nations. He is currently managing an ESRC-funded project on NEETs (those not in education, employment or training) in the UK, as part of a wider European project on NEETs.

He has served on major committees of the Scottish Funding Council, Higher Education Funding Council for England, and the Higher Education Funding Council for Wales, as well as advising HM Treasury, DBIS, DfE, the No.10 Policy Unit, the Cabinet Office, the UK Commission on Employment and Skills, the Scottish, Welsh, New South Wales, Queensland and New Zealand governments, the NAO, the OECD, and various professional bodies and think tanks (including Demos and IPPR). He also acted as an advisor to a Government Office for Science (Foresight) project on adult learning and the changing labour market, and was a member of the Greater London Authority’s task and finish group on the skills strategy for London. He is currently a member of the Scottish Government’s Labour Market Strategy Group.

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford where she leads a flagship master’s course in Comparative and International Education. She convenes the Comparative and International Education Research Group at the Department of Education.

Within comparative and international education, Maia Chankseliani works at the intersection of tertiary education and development. She researches societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies.

Methodologically, she utilises both qualitative and quantitative methods. Her work often combines secondary data analysis with insights gathered through semi-structured interviews and contextualised case studies.

Maia Chankseliani has published four books in the field of comparative and international education: What Happened to the Soviet University? (2022), Building Research Capacity at Universities: Insights from Post-Soviet Countries (2022), Comparing Post-Socialist Transformations: Purposes, Policies, and Practices in Education (2018), and Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice (2013).

She currently leads a major research project examining the impact of international mobility on world development (funded by the U.S. Department of State). Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, British Council, World Bank, Qatar Foundation, the European Commission.

With a background in education research, teaching, policy-making, leadership, and consultancy, Maia Chankseliani brings to her role extensive experience in diverse international settings. This breadth of experience informs her research and enables her to bridge theory and practice.

Maia Chankseliani engages with governments and gives academic and policy-relevant talks nationally and internationally. Her research regularly features in national and international media.

She holds a BA in Philology from Tbilisi State University (Georgia), an Ed. M in International Education Policy from Harvard University (USA), and a PhD in Education from the University of Cambridge (UK).

Maia Chankseliani serves as the Editor-in-Chief of the International Journal of Educational Research.

Nigel is Associate Professor of Education and Values. His research encompasses belief and values-based questions across education and research, including:

  • Religions, beliefs and secularities
  • Laws human rights and courts
  • Education and professional ethics
  • Educational research ethics

He teaches across several courses, particularly on beliefs & values, philosophies of education and research, and qualitative and mixed methodologies.

Current professional associations: Association of University Lecturers in Religion and Education; British Education Research Association; European Association of Research in Learning and Instruction; International Seminar for Religious Education and Values; Philosophy of Education (Great Britain) Society.

He is on the editorial board of Religionspädagogik in pluraler Gesellschaft, and regularly reviews for: British Journal of Religious Education, Journal of Beliefs and Values, Journal of Contemporary Religion, Oxford Review of Education, Religion, and Teachers and Teacher Education.

Advisory & consultancy: Nigel has been external advisor on research projects across Europe. He welcomes consultancy work with schools, educational organisations and governments, and has carried out projects around the world, notably in Bhutan, India and Lebanon.

Steve is Associate Professor of Teacher Education. He is subject lead for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln. He leads the interdisciplinary Education and Training for the Climate (ETC) Hub at Oxford.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and a DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a qualified Mountain Leader and rock climbing instructor, and Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, work that is developing through three progress reports on Geographical Education: (I) fields, interactions and relationships; (II) anti-racist, decolonial futures; (III) climate change education (forthcoming). His research has been funded by the GCRF, ESRC, AHRC, ICHR, Nuffield Foundation, Leverhulme Trust, Newton Fund, British Council, and PESGB. Recent collaborations include: Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune; the role of cultural heritage in curriculum making in Kolkata (GCRF); and the Smart Cities Network for Sustainable Urban Future project (ESRC / Newton Fund) which was shortlisted for the Newton Prize (India).

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’ which was shortlisted for the Vice-Chancellor’s teaching awards. These ideas are taken further in the context of school geography through his (2024) book: The Geography Teaching Adventure: reclaiming exploration to inspire curriculum and pedagogy.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

David Mills is an Associate Professor and Director of the Centre for Global Higher Education (CGHE).

His current research focuses on the political economy of the global science system, and its impact on institutional research and publishing cultures in African universities. His most recent book is ‘Who Counts: Ghanaian Academic Publishing and Global Science’, co-written with colleagues from the University of Ghana and Oxford, and available open access from African Minds:  https://www.africanminds.co.za/who-counts/

Trained in Anthropology, and with inter-disciplinary research interests, David uses ethnographic methods to study the inequalities created by global higher education. He is particularly interested in African university research cultures and the role of diamond Open Access scholarly journals within knowledge ecosystems.

He welcomes enquiries from potential doctoral students interested in studying African Higher Education, as well as research and publishing cultures.

Alis Oancea is Professor of Philosophy of Education and Research Policy and specialises in meta-research. She is also Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation and coordinator of the Department’s Policy, Economy and Society Research Theme.

Alis studies research practice, policy and governance, higher education and philosophy of research – including research and innovation ecosystems, responsible research and innovation, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities. Contributions to the integration and development of the field of meta-research include the collaborative production of the Handbook of Meta-Research (2024). This strand of work is complemented with a strong interest in teacher education research, knowledge and values in education, and the role of research in education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; and is Doctor Honoris Causa (Socialium Scientiarium) of the University of the West, Timisoara. She is a Fellow of the Academy of Social Sciences.

She currently leads a four-year ESRC/ CGHE research-on-research project  of international scale, co-leads the Responsible Knowledge Exchange, Engagement and Impact project, is CI on a Research Culture project focused on contributorship and authorship, and Chief Editorial Advisor of Routledge Open Research (Education). She is Research Coordinator in Kellogg College, Oxford, and Deputy Director of the ongoing ESRC CGHE Centre for Global Higher Education (2024-2029).

Past leadership roles have included Director of Research and REF 2021 coordinator in the Department (2016-20) and Deputy Director for Research before that, as well as Senior Academic Advisor on Impact, University of Oxford. She was Executive Council member and trustee of the British Educational Research Association Council member of the European Educational Research Association.

SELECTED PROFESSIONAL ACTIVITIES

University leadership:

  • Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation, University of Oxford
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Research Practice Group member, University of Oxford
  • Pro-Proctor, University of Oxford (2017-18)
  • Research Theme Coordinator,  Policy, Economy and Society (currently, also 2014-16)
  • Director of ESRC CGHE Centre for Global Higher Education (2024-2029) and member of Research Management Committee, ESRC Centre for Global Higher Education (2019-24)
  • Research Group co-lead, Philosophy, Religion and Education, Oxford
  • Research Coordinator, Kellogg College, Oxford
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)

 

Policy and funder reviews and expert groups:

 

Research(er) evaluation panels:

  • Chair, Education panel, Science and Technology Foundation, Portugal
  • Vice-chair of Education panel, Academy of Finland
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
  • Vice-chair, multiple Horizon Europe funding calls
  • Member of steering panel, research centres competition, ESRC
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • External Examiner, MSc Science and Technology Policy (Sussex)
  • Institutional reviews at University of Leuven, Belgium, University of Hong Kong
  • Recruitment panels in different universities

 

Editorship:

  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Joint Editor, Oxford Review of Education
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of BERA’s ‘Research Intelligence’ (2010-12)
  • Editorial board member: Review of Education; Educational Theory (review board), Journal of Educational Sciences

 

Learned societies:

  • Fellow of the Academy of Social Sciences, UK
  • Fellow of the Higher Education Academy, UK
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member, European Educational Research Association (2011-12)
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Convenor, Philosophy of Education Society of Great Britain, Oxford Branch
  • Member of BERA’s Academic Publications Committee
  • Member of the Research and International Forum of UCET (ongoing)

 

Susan is an Honorary Research Fellow and former Deputy Director of the department.

Susan completed a B.Ed at  Queensland University of Technology (QUT), Australia, and read for a MSc in Comparative and International Education and a DPhil in Education at the University of Oxford. Susan’s entire career has been in education in various forms: she taught in secondary schools in Australia and England before starting her academic career.

Susan’s research interests are in the following areas:

  • Technical and vocational education and training policy
  • Vocational excellence
  • Apprenticeship
  • Work based and professional learning
  • Quality and esteem in FE
  • Territory landscape
  • Skills economy

Professor Ewart Keep holds the chair in Education, Training and Skills at the Department of Education, Oxford University.

He was one of the founders and a director of the Centre on Skills, Knowledge & Organisational Performance (SKOPE). SKOPE was funded by the ESRC for the first 15 years of its life. Before coming to Oxford, he worked for 21 years in Warwick Business School, and then at the School of Social Sciences, Cardiff University. He has been at Oxford since 2013.

His first degree was in Modern History, Economic History and Politics (Royal Holloway College, University of London) and his PhD is in Industrial relations (University of Warwick). He has researched and written on apprenticeships, personnel management in schools and HE, HE policy more generally, the relationship between skills and economic performance, managerial attitudes towards investing in skills, qualifications reform, the youth labour market, adult and lifelong learning, and skills policy formation and enactment across the four UK nations. He is currently managing an ESRC-funded project on NEETs (those not in education, employment or training) in the UK, as part of a wider European project on NEETs.

He has served on major committees of the Scottish Funding Council, Higher Education Funding Council for England, and the Higher Education Funding Council for Wales, as well as advising HM Treasury, DBIS, DfE, the No.10 Policy Unit, the Cabinet Office, the UK Commission on Employment and Skills, the Scottish, Welsh, New South Wales, Queensland and New Zealand governments, the NAO, the OECD, and various professional bodies and think tanks (including Demos and IPPR). He also acted as an advisor to a Government Office for Science (Foresight) project on adult learning and the changing labour market, and was a member of the Greater London Authority’s task and finish group on the skills strategy for London. He is currently a member of the Scottish Government’s Labour Market Strategy Group.

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford where she leads a flagship master’s course in Comparative and International Education. She convenes the Comparative and International Education Research Group at the Department of Education.

Within comparative and international education, Maia Chankseliani works at the intersection of tertiary education and development. She researches societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies.

Methodologically, she utilises both qualitative and quantitative methods. Her work often combines secondary data analysis with insights gathered through semi-structured interviews and contextualised case studies.

Maia Chankseliani has published four books in the field of comparative and international education: What Happened to the Soviet University? (2022), Building Research Capacity at Universities: Insights from Post-Soviet Countries (2022), Comparing Post-Socialist Transformations: Purposes, Policies, and Practices in Education (2018), and Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice (2013).

She currently leads a major research project examining the impact of international mobility on world development (funded by the U.S. Department of State). Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, British Council, World Bank, Qatar Foundation, the European Commission.

With a background in education research, teaching, policy-making, leadership, and consultancy, Maia Chankseliani brings to her role extensive experience in diverse international settings. This breadth of experience informs her research and enables her to bridge theory and practice.

Maia Chankseliani engages with governments and gives academic and policy-relevant talks nationally and internationally. Her research regularly features in national and international media.

She holds a BA in Philology from Tbilisi State University (Georgia), an Ed. M in International Education Policy from Harvard University (USA), and a PhD in Education from the University of Cambridge (UK).

Maia Chankseliani serves as the Editor-in-Chief of the International Journal of Educational Research.

Nigel is Associate Professor of Education and Values. His research encompasses belief and values-based questions across education and research, including:

  • Religions, beliefs and secularities
  • Laws human rights and courts
  • Education and professional ethics
  • Educational research ethics

He teaches across several courses, particularly on beliefs & values, philosophies of education and research, and qualitative and mixed methodologies.

Current professional associations: Association of University Lecturers in Religion and Education; British Education Research Association; European Association of Research in Learning and Instruction; International Seminar for Religious Education and Values; Philosophy of Education (Great Britain) Society.

He is on the editorial board of Religionspädagogik in pluraler Gesellschaft, and regularly reviews for: British Journal of Religious Education, Journal of Beliefs and Values, Journal of Contemporary Religion, Oxford Review of Education, Religion, and Teachers and Teacher Education.

Advisory & consultancy: Nigel has been external advisor on research projects across Europe. He welcomes consultancy work with schools, educational organisations and governments, and has carried out projects around the world, notably in Bhutan, India and Lebanon.

Steve is Associate Professor of Teacher Education. He is subject lead for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln. He leads the interdisciplinary Education and Training for the Climate (ETC) Hub at Oxford.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and a DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a qualified Mountain Leader and rock climbing instructor, and Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, work that is developing through three progress reports on Geographical Education: (I) fields, interactions and relationships; (II) anti-racist, decolonial futures; (III) climate change education (forthcoming). His research has been funded by the GCRF, ESRC, AHRC, ICHR, Nuffield Foundation, Leverhulme Trust, Newton Fund, British Council, and PESGB. Recent collaborations include: Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune; the role of cultural heritage in curriculum making in Kolkata (GCRF); and the Smart Cities Network for Sustainable Urban Future project (ESRC / Newton Fund) which was shortlisted for the Newton Prize (India).

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’ which was shortlisted for the Vice-Chancellor’s teaching awards. These ideas are taken further in the context of school geography through his (2024) book: The Geography Teaching Adventure: reclaiming exploration to inspire curriculum and pedagogy.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

David Mills is an Associate Professor and Director of the Centre for Global Higher Education (CGHE).

His current research focuses on the political economy of the global science system, and its impact on institutional research and publishing cultures in African universities. His most recent book is ‘Who Counts: Ghanaian Academic Publishing and Global Science’, co-written with colleagues from the University of Ghana and Oxford, and available open access from African Minds:  https://www.africanminds.co.za/who-counts/

Trained in Anthropology, and with inter-disciplinary research interests, David uses ethnographic methods to study the inequalities created by global higher education. He is particularly interested in African university research cultures and the role of diamond Open Access scholarly journals within knowledge ecosystems.

He welcomes enquiries from potential doctoral students interested in studying African Higher Education, as well as research and publishing cultures.

Alis Oancea is Professor of Philosophy of Education and Research Policy and specialises in meta-research. She is also Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation and coordinator of the Department’s Policy, Economy and Society Research Theme.

Alis studies research practice, policy and governance, higher education and philosophy of research – including research and innovation ecosystems, responsible research and innovation, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities. Contributions to the integration and development of the field of meta-research include the collaborative production of the Handbook of Meta-Research (2024). This strand of work is complemented with a strong interest in teacher education research, knowledge and values in education, and the role of research in education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; and is Doctor Honoris Causa (Socialium Scientiarium) of the University of the West, Timisoara. She is a Fellow of the Academy of Social Sciences.

She currently leads a four-year ESRC/ CGHE research-on-research project  of international scale, co-leads the Responsible Knowledge Exchange, Engagement and Impact project, is CI on a Research Culture project focused on contributorship and authorship, and Chief Editorial Advisor of Routledge Open Research (Education). She is Research Coordinator in Kellogg College, Oxford, and Deputy Director of the ongoing ESRC CGHE Centre for Global Higher Education (2024-2029).

Past leadership roles have included Director of Research and REF 2021 coordinator in the Department (2016-20) and Deputy Director for Research before that, as well as Senior Academic Advisor on Impact, University of Oxford. She was Executive Council member and trustee of the British Educational Research Association Council member of the European Educational Research Association.

SELECTED PROFESSIONAL ACTIVITIES

University leadership:

  • Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation, University of Oxford
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Research Practice Group member, University of Oxford
  • Pro-Proctor, University of Oxford (2017-18)
  • Research Theme Coordinator,  Policy, Economy and Society (currently, also 2014-16)
  • Director of ESRC CGHE Centre for Global Higher Education (2024-2029) and member of Research Management Committee, ESRC Centre for Global Higher Education (2019-24)
  • Research Group co-lead, Philosophy, Religion and Education, Oxford
  • Research Coordinator, Kellogg College, Oxford
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)

 

Policy and funder reviews and expert groups:

 

Research(er) evaluation panels:

  • Chair, Education panel, Science and Technology Foundation, Portugal
  • Vice-chair of Education panel, Academy of Finland
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
  • Vice-chair, multiple Horizon Europe funding calls
  • Member of steering panel, research centres competition, ESRC
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • External Examiner, MSc Science and Technology Policy (Sussex)
  • Institutional reviews at University of Leuven, Belgium, University of Hong Kong
  • Recruitment panels in different universities

 

Editorship:

  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Joint Editor, Oxford Review of Education
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of BERA’s ‘Research Intelligence’ (2010-12)
  • Editorial board member: Review of Education; Educational Theory (review board), Journal of Educational Sciences

 

Learned societies:

  • Fellow of the Academy of Social Sciences, UK
  • Fellow of the Higher Education Academy, UK
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member, European Educational Research Association (2011-12)
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Convenor, Philosophy of Education Society of Great Britain, Oxford Branch
  • Member of BERA’s Academic Publications Committee
  • Member of the Research and International Forum of UCET (ongoing)

 

Susan is an Honorary Research Fellow and former Deputy Director of the department.

Susan completed a B.Ed at  Queensland University of Technology (QUT), Australia, and read for a MSc in Comparative and International Education and a DPhil in Education at the University of Oxford. Susan’s entire career has been in education in various forms: she taught in secondary schools in Australia and England before starting her academic career.

Susan’s research interests are in the following areas:

  • Technical and vocational education and training policy
  • Vocational excellence
  • Apprenticeship
  • Work based and professional learning
  • Quality and esteem in FE
  • Territory landscape
  • Skills economy

Professor Ewart Keep holds the chair in Education, Training and Skills at the Department of Education, Oxford University.

He was one of the founders and a director of the Centre on Skills, Knowledge & Organisational Performance (SKOPE). SKOPE was funded by the ESRC for the first 15 years of its life. Before coming to Oxford, he worked for 21 years in Warwick Business School, and then at the School of Social Sciences, Cardiff University. He has been at Oxford since 2013.

His first degree was in Modern History, Economic History and Politics (Royal Holloway College, University of London) and his PhD is in Industrial relations (University of Warwick). He has researched and written on apprenticeships, personnel management in schools and HE, HE policy more generally, the relationship between skills and economic performance, managerial attitudes towards investing in skills, qualifications reform, the youth labour market, adult and lifelong learning, and skills policy formation and enactment across the four UK nations. He is currently managing an ESRC-funded project on NEETs (those not in education, employment or training) in the UK, as part of a wider European project on NEETs.

He has served on major committees of the Scottish Funding Council, Higher Education Funding Council for England, and the Higher Education Funding Council for Wales, as well as advising HM Treasury, DBIS, DfE, the No.10 Policy Unit, the Cabinet Office, the UK Commission on Employment and Skills, the Scottish, Welsh, New South Wales, Queensland and New Zealand governments, the NAO, the OECD, and various professional bodies and think tanks (including Demos and IPPR). He also acted as an advisor to a Government Office for Science (Foresight) project on adult learning and the changing labour market, and was a member of the Greater London Authority’s task and finish group on the skills strategy for London. He is currently a member of the Scottish Government’s Labour Market Strategy Group.

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford where she leads a flagship master’s course in Comparative and International Education. She convenes the Comparative and International Education Research Group at the Department of Education.

Within comparative and international education, Maia Chankseliani works at the intersection of tertiary education and development. She researches societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies.

Methodologically, she utilises both qualitative and quantitative methods. Her work often combines secondary data analysis with insights gathered through semi-structured interviews and contextualised case studies.

Maia Chankseliani has published four books in the field of comparative and international education: What Happened to the Soviet University? (2022), Building Research Capacity at Universities: Insights from Post-Soviet Countries (2022), Comparing Post-Socialist Transformations: Purposes, Policies, and Practices in Education (2018), and Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice (2013).

She currently leads a major research project examining the impact of international mobility on world development (funded by the U.S. Department of State). Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, British Council, World Bank, Qatar Foundation, the European Commission.

With a background in education research, teaching, policy-making, leadership, and consultancy, Maia Chankseliani brings to her role extensive experience in diverse international settings. This breadth of experience informs her research and enables her to bridge theory and practice.

Maia Chankseliani engages with governments and gives academic and policy-relevant talks nationally and internationally. Her research regularly features in national and international media.

She holds a BA in Philology from Tbilisi State University (Georgia), an Ed. M in International Education Policy from Harvard University (USA), and a PhD in Education from the University of Cambridge (UK).

Maia Chankseliani serves as the Editor-in-Chief of the International Journal of Educational Research.

Nigel is Associate Professor of Education and Values. His research encompasses belief and values-based questions across education and research, including:

  • Religions, beliefs and secularities
  • Laws human rights and courts
  • Education and professional ethics
  • Educational research ethics

He teaches across several courses, particularly on beliefs & values, philosophies of education and research, and qualitative and mixed methodologies.

Current professional associations: Association of University Lecturers in Religion and Education; British Education Research Association; European Association of Research in Learning and Instruction; International Seminar for Religious Education and Values; Philosophy of Education (Great Britain) Society.

He is on the editorial board of Religionspädagogik in pluraler Gesellschaft, and regularly reviews for: British Journal of Religious Education, Journal of Beliefs and Values, Journal of Contemporary Religion, Oxford Review of Education, Religion, and Teachers and Teacher Education.

Advisory & consultancy: Nigel has been external advisor on research projects across Europe. He welcomes consultancy work with schools, educational organisations and governments, and has carried out projects around the world, notably in Bhutan, India and Lebanon.

Steve is Associate Professor of Teacher Education. He is subject lead for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln. He leads the interdisciplinary Education and Training for the Climate (ETC) Hub at Oxford.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and a DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a qualified Mountain Leader and rock climbing instructor, and Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, work that is developing through three progress reports on Geographical Education: (I) fields, interactions and relationships; (II) anti-racist, decolonial futures; (III) climate change education (forthcoming). His research has been funded by the GCRF, ESRC, AHRC, ICHR, Nuffield Foundation, Leverhulme Trust, Newton Fund, British Council, and PESGB. Recent collaborations include: Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune; the role of cultural heritage in curriculum making in Kolkata (GCRF); and the Smart Cities Network for Sustainable Urban Future project (ESRC / Newton Fund) which was shortlisted for the Newton Prize (India).

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’ which was shortlisted for the Vice-Chancellor’s teaching awards. These ideas are taken further in the context of school geography through his (2024) book: The Geography Teaching Adventure: reclaiming exploration to inspire curriculum and pedagogy.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

David Mills is an Associate Professor and Director of the Centre for Global Higher Education (CGHE).

His current research focuses on the political economy of the global science system, and its impact on institutional research and publishing cultures in African universities. His most recent book is ‘Who Counts: Ghanaian Academic Publishing and Global Science’, co-written with colleagues from the University of Ghana and Oxford, and available open access from African Minds:  https://www.africanminds.co.za/who-counts/

Trained in Anthropology, and with inter-disciplinary research interests, David uses ethnographic methods to study the inequalities created by global higher education. He is particularly interested in African university research cultures and the role of diamond Open Access scholarly journals within knowledge ecosystems.

He welcomes enquiries from potential doctoral students interested in studying African Higher Education, as well as research and publishing cultures.

Alis Oancea is Professor of Philosophy of Education and Research Policy and specialises in meta-research. She is also Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation and coordinator of the Department’s Policy, Economy and Society Research Theme.

Alis studies research practice, policy and governance, higher education and philosophy of research – including research and innovation ecosystems, responsible research and innovation, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities. Contributions to the integration and development of the field of meta-research include the collaborative production of the Handbook of Meta-Research (2024). This strand of work is complemented with a strong interest in teacher education research, knowledge and values in education, and the role of research in education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; and is Doctor Honoris Causa (Socialium Scientiarium) of the University of the West, Timisoara. She is a Fellow of the Academy of Social Sciences.

She currently leads a four-year ESRC/ CGHE research-on-research project  of international scale, co-leads the Responsible Knowledge Exchange, Engagement and Impact project, is CI on a Research Culture project focused on contributorship and authorship, and Chief Editorial Advisor of Routledge Open Research (Education). She is Research Coordinator in Kellogg College, Oxford, and Deputy Director of the ongoing ESRC CGHE Centre for Global Higher Education (2024-2029).

Past leadership roles have included Director of Research and REF 2021 coordinator in the Department (2016-20) and Deputy Director for Research before that, as well as Senior Academic Advisor on Impact, University of Oxford. She was Executive Council member and trustee of the British Educational Research Association Council member of the European Educational Research Association.

SELECTED PROFESSIONAL ACTIVITIES

University leadership:

  • Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation, University of Oxford
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Research Practice Group member, University of Oxford
  • Pro-Proctor, University of Oxford (2017-18)
  • Research Theme Coordinator,  Policy, Economy and Society (currently, also 2014-16)
  • Director of ESRC CGHE Centre for Global Higher Education (2024-2029) and member of Research Management Committee, ESRC Centre for Global Higher Education (2019-24)
  • Research Group co-lead, Philosophy, Religion and Education, Oxford
  • Research Coordinator, Kellogg College, Oxford
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)

 

Policy and funder reviews and expert groups:

 

Research(er) evaluation panels:

  • Chair, Education panel, Science and Technology Foundation, Portugal
  • Vice-chair of Education panel, Academy of Finland
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
  • Vice-chair, multiple Horizon Europe funding calls
  • Member of steering panel, research centres competition, ESRC
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • External Examiner, MSc Science and Technology Policy (Sussex)
  • Institutional reviews at University of Leuven, Belgium, University of Hong Kong
  • Recruitment panels in different universities

 

Editorship:

  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Joint Editor, Oxford Review of Education
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of BERA’s ‘Research Intelligence’ (2010-12)
  • Editorial board member: Review of Education; Educational Theory (review board), Journal of Educational Sciences

 

Learned societies:

  • Fellow of the Academy of Social Sciences, UK
  • Fellow of the Higher Education Academy, UK
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member, European Educational Research Association (2011-12)
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Convenor, Philosophy of Education Society of Great Britain, Oxford Branch
  • Member of BERA’s Academic Publications Committee
  • Member of the Research and International Forum of UCET (ongoing)

 

Susan is an Honorary Research Fellow and former Deputy Director of the department.

Susan completed a B.Ed at  Queensland University of Technology (QUT), Australia, and read for a MSc in Comparative and International Education and a DPhil in Education at the University of Oxford. Susan’s entire career has been in education in various forms: she taught in secondary schools in Australia and England before starting her academic career.

Susan’s research interests are in the following areas:

  • Technical and vocational education and training policy
  • Vocational excellence
  • Apprenticeship
  • Work based and professional learning
  • Quality and esteem in FE
  • Territory landscape
  • Skills economy

Professor Ewart Keep holds the chair in Education, Training and Skills at the Department of Education, Oxford University.

He was one of the founders and a director of the Centre on Skills, Knowledge & Organisational Performance (SKOPE). SKOPE was funded by the ESRC for the first 15 years of its life. Before coming to Oxford, he worked for 21 years in Warwick Business School, and then at the School of Social Sciences, Cardiff University. He has been at Oxford since 2013.

His first degree was in Modern History, Economic History and Politics (Royal Holloway College, University of London) and his PhD is in Industrial relations (University of Warwick). He has researched and written on apprenticeships, personnel management in schools and HE, HE policy more generally, the relationship between skills and economic performance, managerial attitudes towards investing in skills, qualifications reform, the youth labour market, adult and lifelong learning, and skills policy formation and enactment across the four UK nations. He is currently managing an ESRC-funded project on NEETs (those not in education, employment or training) in the UK, as part of a wider European project on NEETs.

He has served on major committees of the Scottish Funding Council, Higher Education Funding Council for England, and the Higher Education Funding Council for Wales, as well as advising HM Treasury, DBIS, DfE, the No.10 Policy Unit, the Cabinet Office, the UK Commission on Employment and Skills, the Scottish, Welsh, New South Wales, Queensland and New Zealand governments, the NAO, the OECD, and various professional bodies and think tanks (including Demos and IPPR). He also acted as an advisor to a Government Office for Science (Foresight) project on adult learning and the changing labour market, and was a member of the Greater London Authority’s task and finish group on the skills strategy for London. He is currently a member of the Scottish Government’s Labour Market Strategy Group.

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford where she leads a flagship master’s course in Comparative and International Education. She convenes the Comparative and International Education Research Group at the Department of Education.

Within comparative and international education, Maia Chankseliani works at the intersection of tertiary education and development. She researches societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies.

Methodologically, she utilises both qualitative and quantitative methods. Her work often combines secondary data analysis with insights gathered through semi-structured interviews and contextualised case studies.

Maia Chankseliani has published four books in the field of comparative and international education: What Happened to the Soviet University? (2022), Building Research Capacity at Universities: Insights from Post-Soviet Countries (2022), Comparing Post-Socialist Transformations: Purposes, Policies, and Practices in Education (2018), and Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice (2013).

She currently leads a major research project examining the impact of international mobility on world development (funded by the U.S. Department of State). Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, British Council, World Bank, Qatar Foundation, the European Commission.

With a background in education research, teaching, policy-making, leadership, and consultancy, Maia Chankseliani brings to her role extensive experience in diverse international settings. This breadth of experience informs her research and enables her to bridge theory and practice.

Maia Chankseliani engages with governments and gives academic and policy-relevant talks nationally and internationally. Her research regularly features in national and international media.

She holds a BA in Philology from Tbilisi State University (Georgia), an Ed. M in International Education Policy from Harvard University (USA), and a PhD in Education from the University of Cambridge (UK).

Maia Chankseliani serves as the Editor-in-Chief of the International Journal of Educational Research.

Nigel is Associate Professor of Education and Values. His research encompasses belief and values-based questions across education and research, including:

  • Religions, beliefs and secularities
  • Laws human rights and courts
  • Education and professional ethics
  • Educational research ethics

He teaches across several courses, particularly on beliefs & values, philosophies of education and research, and qualitative and mixed methodologies.

Current professional associations: Association of University Lecturers in Religion and Education; British Education Research Association; European Association of Research in Learning and Instruction; International Seminar for Religious Education and Values; Philosophy of Education (Great Britain) Society.

He is on the editorial board of Religionspädagogik in pluraler Gesellschaft, and regularly reviews for: British Journal of Religious Education, Journal of Beliefs and Values, Journal of Contemporary Religion, Oxford Review of Education, Religion, and Teachers and Teacher Education.

Advisory & consultancy: Nigel has been external advisor on research projects across Europe. He welcomes consultancy work with schools, educational organisations and governments, and has carried out projects around the world, notably in Bhutan, India and Lebanon.

Steve is Associate Professor of Teacher Education. He is subject lead for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln. He leads the interdisciplinary Education and Training for the Climate (ETC) Hub at Oxford.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and a DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a qualified Mountain Leader and rock climbing instructor, and Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, work that is developing through three progress reports on Geographical Education: (I) fields, interactions and relationships; (II) anti-racist, decolonial futures; (III) climate change education (forthcoming). His research has been funded by the GCRF, ESRC, AHRC, ICHR, Nuffield Foundation, Leverhulme Trust, Newton Fund, British Council, and PESGB. Recent collaborations include: Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune; the role of cultural heritage in curriculum making in Kolkata (GCRF); and the Smart Cities Network for Sustainable Urban Future project (ESRC / Newton Fund) which was shortlisted for the Newton Prize (India).

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’ which was shortlisted for the Vice-Chancellor’s teaching awards. These ideas are taken further in the context of school geography through his (2024) book: The Geography Teaching Adventure: reclaiming exploration to inspire curriculum and pedagogy.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

David Mills is an Associate Professor and Director of the Centre for Global Higher Education (CGHE).

His current research focuses on the political economy of the global science system, and its impact on institutional research and publishing cultures in African universities. His most recent book is ‘Who Counts: Ghanaian Academic Publishing and Global Science’, co-written with colleagues from the University of Ghana and Oxford, and available open access from African Minds:  https://www.africanminds.co.za/who-counts/

Trained in Anthropology, and with inter-disciplinary research interests, David uses ethnographic methods to study the inequalities created by global higher education. He is particularly interested in African university research cultures and the role of diamond Open Access scholarly journals within knowledge ecosystems.

He welcomes enquiries from potential doctoral students interested in studying African Higher Education, as well as research and publishing cultures.

Alis Oancea is Professor of Philosophy of Education and Research Policy and specialises in meta-research. She is also Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation and coordinator of the Department’s Policy, Economy and Society Research Theme.

Alis studies research practice, policy and governance, higher education and philosophy of research – including research and innovation ecosystems, responsible research and innovation, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities. Contributions to the integration and development of the field of meta-research include the collaborative production of the Handbook of Meta-Research (2024). This strand of work is complemented with a strong interest in teacher education research, knowledge and values in education, and the role of research in education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; and is Doctor Honoris Causa (Socialium Scientiarium) of the University of the West, Timisoara. She is a Fellow of the Academy of Social Sciences.

She currently leads a four-year ESRC/ CGHE research-on-research project  of international scale, co-leads the Responsible Knowledge Exchange, Engagement and Impact project, is CI on a Research Culture project focused on contributorship and authorship, and Chief Editorial Advisor of Routledge Open Research (Education). She is Research Coordinator in Kellogg College, Oxford, and Deputy Director of the ongoing ESRC CGHE Centre for Global Higher Education (2024-2029).

Past leadership roles have included Director of Research and REF 2021 coordinator in the Department (2016-20) and Deputy Director for Research before that, as well as Senior Academic Advisor on Impact, University of Oxford. She was Executive Council member and trustee of the British Educational Research Association Council member of the European Educational Research Association.

SELECTED PROFESSIONAL ACTIVITIES

University leadership:

  • Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation, University of Oxford
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Research Practice Group member, University of Oxford
  • Pro-Proctor, University of Oxford (2017-18)
  • Research Theme Coordinator,  Policy, Economy and Society (currently, also 2014-16)
  • Director of ESRC CGHE Centre for Global Higher Education (2024-2029) and member of Research Management Committee, ESRC Centre for Global Higher Education (2019-24)
  • Research Group co-lead, Philosophy, Religion and Education, Oxford
  • Research Coordinator, Kellogg College, Oxford
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)

 

Policy and funder reviews and expert groups:

 

Research(er) evaluation panels:

  • Chair, Education panel, Science and Technology Foundation, Portugal
  • Vice-chair of Education panel, Academy of Finland
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
  • Vice-chair, multiple Horizon Europe funding calls
  • Member of steering panel, research centres competition, ESRC
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • External Examiner, MSc Science and Technology Policy (Sussex)
  • Institutional reviews at University of Leuven, Belgium, University of Hong Kong
  • Recruitment panels in different universities

 

Editorship:

  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Joint Editor, Oxford Review of Education
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of BERA’s ‘Research Intelligence’ (2010-12)
  • Editorial board member: Review of Education; Educational Theory (review board), Journal of Educational Sciences

 

Learned societies:

  • Fellow of the Academy of Social Sciences, UK
  • Fellow of the Higher Education Academy, UK
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member, European Educational Research Association (2011-12)
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Convenor, Philosophy of Education Society of Great Britain, Oxford Branch
  • Member of BERA’s Academic Publications Committee
  • Member of the Research and International Forum of UCET (ongoing)

 

Susan is an Honorary Research Fellow and former Deputy Director of the department.

Susan completed a B.Ed at  Queensland University of Technology (QUT), Australia, and read for a MSc in Comparative and International Education and a DPhil in Education at the University of Oxford. Susan’s entire career has been in education in various forms: she taught in secondary schools in Australia and England before starting her academic career.

Susan’s research interests are in the following areas:

  • Technical and vocational education and training policy
  • Vocational excellence
  • Apprenticeship
  • Work based and professional learning
  • Quality and esteem in FE
  • Territory landscape
  • Skills economy

Professor Ewart Keep holds the chair in Education, Training and Skills at the Department of Education, Oxford University.

He was one of the founders and a director of the Centre on Skills, Knowledge & Organisational Performance (SKOPE). SKOPE was funded by the ESRC for the first 15 years of its life. Before coming to Oxford, he worked for 21 years in Warwick Business School, and then at the School of Social Sciences, Cardiff University. He has been at Oxford since 2013.

His first degree was in Modern History, Economic History and Politics (Royal Holloway College, University of London) and his PhD is in Industrial relations (University of Warwick). He has researched and written on apprenticeships, personnel management in schools and HE, HE policy more generally, the relationship between skills and economic performance, managerial attitudes towards investing in skills, qualifications reform, the youth labour market, adult and lifelong learning, and skills policy formation and enactment across the four UK nations. He is currently managing an ESRC-funded project on NEETs (those not in education, employment or training) in the UK, as part of a wider European project on NEETs.

He has served on major committees of the Scottish Funding Council, Higher Education Funding Council for England, and the Higher Education Funding Council for Wales, as well as advising HM Treasury, DBIS, DfE, the No.10 Policy Unit, the Cabinet Office, the UK Commission on Employment and Skills, the Scottish, Welsh, New South Wales, Queensland and New Zealand governments, the NAO, the OECD, and various professional bodies and think tanks (including Demos and IPPR). He also acted as an advisor to a Government Office for Science (Foresight) project on adult learning and the changing labour market, and was a member of the Greater London Authority’s task and finish group on the skills strategy for London. He is currently a member of the Scottish Government’s Labour Market Strategy Group.

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford where she leads a flagship master’s course in Comparative and International Education. She convenes the Comparative and International Education Research Group at the Department of Education.

Within comparative and international education, Maia Chankseliani works at the intersection of tertiary education and development. She researches societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies.

Methodologically, she utilises both qualitative and quantitative methods. Her work often combines secondary data analysis with insights gathered through semi-structured interviews and contextualised case studies.

Maia Chankseliani has published four books in the field of comparative and international education: What Happened to the Soviet University? (2022), Building Research Capacity at Universities: Insights from Post-Soviet Countries (2022), Comparing Post-Socialist Transformations: Purposes, Policies, and Practices in Education (2018), and Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice (2013).

She currently leads a major research project examining the impact of international mobility on world development (funded by the U.S. Department of State). Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, British Council, World Bank, Qatar Foundation, the European Commission.

With a background in education research, teaching, policy-making, leadership, and consultancy, Maia Chankseliani brings to her role extensive experience in diverse international settings. This breadth of experience informs her research and enables her to bridge theory and practice.

Maia Chankseliani engages with governments and gives academic and policy-relevant talks nationally and internationally. Her research regularly features in national and international media.

She holds a BA in Philology from Tbilisi State University (Georgia), an Ed. M in International Education Policy from Harvard University (USA), and a PhD in Education from the University of Cambridge (UK).

Maia Chankseliani serves as the Editor-in-Chief of the International Journal of Educational Research.

Nigel is Associate Professor of Education and Values. His research encompasses belief and values-based questions across education and research, including:

  • Religions, beliefs and secularities
  • Laws human rights and courts
  • Education and professional ethics
  • Educational research ethics

He teaches across several courses, particularly on beliefs & values, philosophies of education and research, and qualitative and mixed methodologies.

Current professional associations: Association of University Lecturers in Religion and Education; British Education Research Association; European Association of Research in Learning and Instruction; International Seminar for Religious Education and Values; Philosophy of Education (Great Britain) Society.

He is on the editorial board of Religionspädagogik in pluraler Gesellschaft, and regularly reviews for: British Journal of Religious Education, Journal of Beliefs and Values, Journal of Contemporary Religion, Oxford Review of Education, Religion, and Teachers and Teacher Education.

Advisory & consultancy: Nigel has been external advisor on research projects across Europe. He welcomes consultancy work with schools, educational organisations and governments, and has carried out projects around the world, notably in Bhutan, India and Lebanon.

Steve is Associate Professor of Teacher Education. He is subject lead for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln. He leads the interdisciplinary Education and Training for the Climate (ETC) Hub at Oxford.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and a DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a qualified Mountain Leader and rock climbing instructor, and Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, work that is developing through three progress reports on Geographical Education: (I) fields, interactions and relationships; (II) anti-racist, decolonial futures; (III) climate change education (forthcoming). His research has been funded by the GCRF, ESRC, AHRC, ICHR, Nuffield Foundation, Leverhulme Trust, Newton Fund, British Council, and PESGB. Recent collaborations include: Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune; the role of cultural heritage in curriculum making in Kolkata (GCRF); and the Smart Cities Network for Sustainable Urban Future project (ESRC / Newton Fund) which was shortlisted for the Newton Prize (India).

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’ which was shortlisted for the Vice-Chancellor’s teaching awards. These ideas are taken further in the context of school geography through his (2024) book: The Geography Teaching Adventure: reclaiming exploration to inspire curriculum and pedagogy.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

David Mills is an Associate Professor and Director of the Centre for Global Higher Education (CGHE).

His current research focuses on the political economy of the global science system, and its impact on institutional research and publishing cultures in African universities. His most recent book is ‘Who Counts: Ghanaian Academic Publishing and Global Science’, co-written with colleagues from the University of Ghana and Oxford, and available open access from African Minds:  https://www.africanminds.co.za/who-counts/

Trained in Anthropology, and with inter-disciplinary research interests, David uses ethnographic methods to study the inequalities created by global higher education. He is particularly interested in African university research cultures and the role of diamond Open Access scholarly journals within knowledge ecosystems.

He welcomes enquiries from potential doctoral students interested in studying African Higher Education, as well as research and publishing cultures.

Alis Oancea is Professor of Philosophy of Education and Research Policy and specialises in meta-research. She is also Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation and coordinator of the Department’s Policy, Economy and Society Research Theme.

Alis studies research practice, policy and governance, higher education and philosophy of research – including research and innovation ecosystems, responsible research and innovation, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities. Contributions to the integration and development of the field of meta-research include the collaborative production of the Handbook of Meta-Research (2024). This strand of work is complemented with a strong interest in teacher education research, knowledge and values in education, and the role of research in education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; and is Doctor Honoris Causa (Socialium Scientiarium) of the University of the West, Timisoara. She is a Fellow of the Academy of Social Sciences.

She currently leads a four-year ESRC/ CGHE research-on-research project  of international scale, co-leads the Responsible Knowledge Exchange, Engagement and Impact project, is CI on a Research Culture project focused on contributorship and authorship, and Chief Editorial Advisor of Routledge Open Research (Education). She is Research Coordinator in Kellogg College, Oxford, and Deputy Director of the ongoing ESRC CGHE Centre for Global Higher Education (2024-2029).

Past leadership roles have included Director of Research and REF 2021 coordinator in the Department (2016-20) and Deputy Director for Research before that, as well as Senior Academic Advisor on Impact, University of Oxford. She was Executive Council member and trustee of the British Educational Research Association Council member of the European Educational Research Association.

SELECTED PROFESSIONAL ACTIVITIES

University leadership:

  • Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation, University of Oxford
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Research Practice Group member, University of Oxford
  • Pro-Proctor, University of Oxford (2017-18)
  • Research Theme Coordinator,  Policy, Economy and Society (currently, also 2014-16)
  • Director of ESRC CGHE Centre for Global Higher Education (2024-2029) and member of Research Management Committee, ESRC Centre for Global Higher Education (2019-24)
  • Research Group co-lead, Philosophy, Religion and Education, Oxford
  • Research Coordinator, Kellogg College, Oxford
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)

 

Policy and funder reviews and expert groups:

 

Research(er) evaluation panels:

  • Chair, Education panel, Science and Technology Foundation, Portugal
  • Vice-chair of Education panel, Academy of Finland
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
  • Vice-chair, multiple Horizon Europe funding calls
  • Member of steering panel, research centres competition, ESRC
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • External Examiner, MSc Science and Technology Policy (Sussex)
  • Institutional reviews at University of Leuven, Belgium, University of Hong Kong
  • Recruitment panels in different universities

 

Editorship:

  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Joint Editor, Oxford Review of Education
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of BERA’s ‘Research Intelligence’ (2010-12)
  • Editorial board member: Review of Education; Educational Theory (review board), Journal of Educational Sciences

 

Learned societies:

  • Fellow of the Academy of Social Sciences, UK
  • Fellow of the Higher Education Academy, UK
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member, European Educational Research Association (2011-12)
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Convenor, Philosophy of Education Society of Great Britain, Oxford Branch
  • Member of BERA’s Academic Publications Committee
  • Member of the Research and International Forum of UCET (ongoing)

 

Susan is an Honorary Research Fellow and former Deputy Director of the department.

Susan completed a B.Ed at  Queensland University of Technology (QUT), Australia, and read for a MSc in Comparative and International Education and a DPhil in Education at the University of Oxford. Susan’s entire career has been in education in various forms: she taught in secondary schools in Australia and England before starting her academic career.

Susan’s research interests are in the following areas:

  • Technical and vocational education and training policy
  • Vocational excellence
  • Apprenticeship
  • Work based and professional learning
  • Quality and esteem in FE
  • Territory landscape
  • Skills economy

Professor Ewart Keep holds the chair in Education, Training and Skills at the Department of Education, Oxford University.

He was one of the founders and a director of the Centre on Skills, Knowledge & Organisational Performance (SKOPE). SKOPE was funded by the ESRC for the first 15 years of its life. Before coming to Oxford, he worked for 21 years in Warwick Business School, and then at the School of Social Sciences, Cardiff University. He has been at Oxford since 2013.

His first degree was in Modern History, Economic History and Politics (Royal Holloway College, University of London) and his PhD is in Industrial relations (University of Warwick). He has researched and written on apprenticeships, personnel management in schools and HE, HE policy more generally, the relationship between skills and economic performance, managerial attitudes towards investing in skills, qualifications reform, the youth labour market, adult and lifelong learning, and skills policy formation and enactment across the four UK nations. He is currently managing an ESRC-funded project on NEETs (those not in education, employment or training) in the UK, as part of a wider European project on NEETs.

He has served on major committees of the Scottish Funding Council, Higher Education Funding Council for England, and the Higher Education Funding Council for Wales, as well as advising HM Treasury, DBIS, DfE, the No.10 Policy Unit, the Cabinet Office, the UK Commission on Employment and Skills, the Scottish, Welsh, New South Wales, Queensland and New Zealand governments, the NAO, the OECD, and various professional bodies and think tanks (including Demos and IPPR). He also acted as an advisor to a Government Office for Science (Foresight) project on adult learning and the changing labour market, and was a member of the Greater London Authority’s task and finish group on the skills strategy for London. He is currently a member of the Scottish Government’s Labour Market Strategy Group.

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford where she leads a flagship master’s course in Comparative and International Education. She convenes the Comparative and International Education Research Group at the Department of Education.

Within comparative and international education, Maia Chankseliani works at the intersection of tertiary education and development. She researches societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies.

Methodologically, she utilises both qualitative and quantitative methods. Her work often combines secondary data analysis with insights gathered through semi-structured interviews and contextualised case studies.

Maia Chankseliani has published four books in the field of comparative and international education: What Happened to the Soviet University? (2022), Building Research Capacity at Universities: Insights from Post-Soviet Countries (2022), Comparing Post-Socialist Transformations: Purposes, Policies, and Practices in Education (2018), and Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice (2013).

She currently leads a major research project examining the impact of international mobility on world development (funded by the U.S. Department of State). Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, British Council, World Bank, Qatar Foundation, the European Commission.

With a background in education research, teaching, policy-making, leadership, and consultancy, Maia Chankseliani brings to her role extensive experience in diverse international settings. This breadth of experience informs her research and enables her to bridge theory and practice.

Maia Chankseliani engages with governments and gives academic and policy-relevant talks nationally and internationally. Her research regularly features in national and international media.

She holds a BA in Philology from Tbilisi State University (Georgia), an Ed. M in International Education Policy from Harvard University (USA), and a PhD in Education from the University of Cambridge (UK).

Maia Chankseliani serves as the Editor-in-Chief of the International Journal of Educational Research.

Nigel is Associate Professor of Education and Values. His research encompasses belief and values-based questions across education and research, including:

  • Religions, beliefs and secularities
  • Laws human rights and courts
  • Education and professional ethics
  • Educational research ethics

He teaches across several courses, particularly on beliefs & values, philosophies of education and research, and qualitative and mixed methodologies.

Current professional associations: Association of University Lecturers in Religion and Education; British Education Research Association; European Association of Research in Learning and Instruction; International Seminar for Religious Education and Values; Philosophy of Education (Great Britain) Society.

He is on the editorial board of Religionspädagogik in pluraler Gesellschaft, and regularly reviews for: British Journal of Religious Education, Journal of Beliefs and Values, Journal of Contemporary Religion, Oxford Review of Education, Religion, and Teachers and Teacher Education.

Advisory & consultancy: Nigel has been external advisor on research projects across Europe. He welcomes consultancy work with schools, educational organisations and governments, and has carried out projects around the world, notably in Bhutan, India and Lebanon.

Steve is Associate Professor of Teacher Education. He is subject lead for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln. He leads the interdisciplinary Education and Training for the Climate (ETC) Hub at Oxford.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and a DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a qualified Mountain Leader and rock climbing instructor, and Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, work that is developing through three progress reports on Geographical Education: (I) fields, interactions and relationships; (II) anti-racist, decolonial futures; (III) climate change education (forthcoming). His research has been funded by the GCRF, ESRC, AHRC, ICHR, Nuffield Foundation, Leverhulme Trust, Newton Fund, British Council, and PESGB. Recent collaborations include: Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune; the role of cultural heritage in curriculum making in Kolkata (GCRF); and the Smart Cities Network for Sustainable Urban Future project (ESRC / Newton Fund) which was shortlisted for the Newton Prize (India).

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’ which was shortlisted for the Vice-Chancellor’s teaching awards. These ideas are taken further in the context of school geography through his (2024) book: The Geography Teaching Adventure: reclaiming exploration to inspire curriculum and pedagogy.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

David Mills is an Associate Professor and Director of the Centre for Global Higher Education (CGHE).

His current research focuses on the political economy of the global science system, and its impact on institutional research and publishing cultures in African universities. His most recent book is ‘Who Counts: Ghanaian Academic Publishing and Global Science’, co-written with colleagues from the University of Ghana and Oxford, and available open access from African Minds:  https://www.africanminds.co.za/who-counts/

Trained in Anthropology, and with inter-disciplinary research interests, David uses ethnographic methods to study the inequalities created by global higher education. He is particularly interested in African university research cultures and the role of diamond Open Access scholarly journals within knowledge ecosystems.

He welcomes enquiries from potential doctoral students interested in studying African Higher Education, as well as research and publishing cultures.

Alis Oancea is Professor of Philosophy of Education and Research Policy and specialises in meta-research. She is also Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation and coordinator of the Department’s Policy, Economy and Society Research Theme.

Alis studies research practice, policy and governance, higher education and philosophy of research – including research and innovation ecosystems, responsible research and innovation, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities. Contributions to the integration and development of the field of meta-research include the collaborative production of the Handbook of Meta-Research (2024). This strand of work is complemented with a strong interest in teacher education research, knowledge and values in education, and the role of research in education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; and is Doctor Honoris Causa (Socialium Scientiarium) of the University of the West, Timisoara. She is a Fellow of the Academy of Social Sciences.

She currently leads a four-year ESRC/ CGHE research-on-research project  of international scale, co-leads the Responsible Knowledge Exchange, Engagement and Impact project, is CI on a Research Culture project focused on contributorship and authorship, and Chief Editorial Advisor of Routledge Open Research (Education). She is Research Coordinator in Kellogg College, Oxford, and Deputy Director of the ongoing ESRC CGHE Centre for Global Higher Education (2024-2029).

Past leadership roles have included Director of Research and REF 2021 coordinator in the Department (2016-20) and Deputy Director for Research before that, as well as Senior Academic Advisor on Impact, University of Oxford. She was Executive Council member and trustee of the British Educational Research Association Council member of the European Educational Research Association.

SELECTED PROFESSIONAL ACTIVITIES

University leadership:

  • Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation, University of Oxford
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Research Practice Group member, University of Oxford
  • Pro-Proctor, University of Oxford (2017-18)
  • Research Theme Coordinator,  Policy, Economy and Society (currently, also 2014-16)
  • Director of ESRC CGHE Centre for Global Higher Education (2024-2029) and member of Research Management Committee, ESRC Centre for Global Higher Education (2019-24)
  • Research Group co-lead, Philosophy, Religion and Education, Oxford
  • Research Coordinator, Kellogg College, Oxford
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)

 

Policy and funder reviews and expert groups:

 

Research(er) evaluation panels:

  • Chair, Education panel, Science and Technology Foundation, Portugal
  • Vice-chair of Education panel, Academy of Finland
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
  • Vice-chair, multiple Horizon Europe funding calls
  • Member of steering panel, research centres competition, ESRC
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • External Examiner, MSc Science and Technology Policy (Sussex)
  • Institutional reviews at University of Leuven, Belgium, University of Hong Kong
  • Recruitment panels in different universities

 

Editorship:

  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Joint Editor, Oxford Review of Education
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of BERA’s ‘Research Intelligence’ (2010-12)
  • Editorial board member: Review of Education; Educational Theory (review board), Journal of Educational Sciences

 

Learned societies:

  • Fellow of the Academy of Social Sciences, UK
  • Fellow of the Higher Education Academy, UK
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member, European Educational Research Association (2011-12)
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Convenor, Philosophy of Education Society of Great Britain, Oxford Branch
  • Member of BERA’s Academic Publications Committee
  • Member of the Research and International Forum of UCET (ongoing)

 

Susan is an Honorary Research Fellow and former Deputy Director of the department.

Susan completed a B.Ed at  Queensland University of Technology (QUT), Australia, and read for a MSc in Comparative and International Education and a DPhil in Education at the University of Oxford. Susan’s entire career has been in education in various forms: she taught in secondary schools in Australia and England before starting her academic career.

Susan’s research interests are in the following areas:

  • Technical and vocational education and training policy
  • Vocational excellence
  • Apprenticeship
  • Work based and professional learning
  • Quality and esteem in FE
  • Territory landscape
  • Skills economy

Professor Ewart Keep holds the chair in Education, Training and Skills at the Department of Education, Oxford University.

He was one of the founders and a director of the Centre on Skills, Knowledge & Organisational Performance (SKOPE). SKOPE was funded by the ESRC for the first 15 years of its life. Before coming to Oxford, he worked for 21 years in Warwick Business School, and then at the School of Social Sciences, Cardiff University. He has been at Oxford since 2013.

His first degree was in Modern History, Economic History and Politics (Royal Holloway College, University of London) and his PhD is in Industrial relations (University of Warwick). He has researched and written on apprenticeships, personnel management in schools and HE, HE policy more generally, the relationship between skills and economic performance, managerial attitudes towards investing in skills, qualifications reform, the youth labour market, adult and lifelong learning, and skills policy formation and enactment across the four UK nations. He is currently managing an ESRC-funded project on NEETs (those not in education, employment or training) in the UK, as part of a wider European project on NEETs.

He has served on major committees of the Scottish Funding Council, Higher Education Funding Council for England, and the Higher Education Funding Council for Wales, as well as advising HM Treasury, DBIS, DfE, the No.10 Policy Unit, the Cabinet Office, the UK Commission on Employment and Skills, the Scottish, Welsh, New South Wales, Queensland and New Zealand governments, the NAO, the OECD, and various professional bodies and think tanks (including Demos and IPPR). He also acted as an advisor to a Government Office for Science (Foresight) project on adult learning and the changing labour market, and was a member of the Greater London Authority’s task and finish group on the skills strategy for London. He is currently a member of the Scottish Government’s Labour Market Strategy Group.

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford where she leads a flagship master’s course in Comparative and International Education. She convenes the Comparative and International Education Research Group at the Department of Education.

Within comparative and international education, Maia Chankseliani works at the intersection of tertiary education and development. She researches societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies.

Methodologically, she utilises both qualitative and quantitative methods. Her work often combines secondary data analysis with insights gathered through semi-structured interviews and contextualised case studies.

Maia Chankseliani has published four books in the field of comparative and international education: What Happened to the Soviet University? (2022), Building Research Capacity at Universities: Insights from Post-Soviet Countries (2022), Comparing Post-Socialist Transformations: Purposes, Policies, and Practices in Education (2018), and Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice (2013).

She currently leads a major research project examining the impact of international mobility on world development (funded by the U.S. Department of State). Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, British Council, World Bank, Qatar Foundation, the European Commission.

With a background in education research, teaching, policy-making, leadership, and consultancy, Maia Chankseliani brings to her role extensive experience in diverse international settings. This breadth of experience informs her research and enables her to bridge theory and practice.

Maia Chankseliani engages with governments and gives academic and policy-relevant talks nationally and internationally. Her research regularly features in national and international media.

She holds a BA in Philology from Tbilisi State University (Georgia), an Ed. M in International Education Policy from Harvard University (USA), and a PhD in Education from the University of Cambridge (UK).

Maia Chankseliani serves as the Editor-in-Chief of the International Journal of Educational Research.

Nigel is Associate Professor of Education and Values. His research encompasses belief and values-based questions across education and research, including:

  • Religions, beliefs and secularities
  • Laws human rights and courts
  • Education and professional ethics
  • Educational research ethics

He teaches across several courses, particularly on beliefs & values, philosophies of education and research, and qualitative and mixed methodologies.

Current professional associations: Association of University Lecturers in Religion and Education; British Education Research Association; European Association of Research in Learning and Instruction; International Seminar for Religious Education and Values; Philosophy of Education (Great Britain) Society.

He is on the editorial board of Religionspädagogik in pluraler Gesellschaft, and regularly reviews for: British Journal of Religious Education, Journal of Beliefs and Values, Journal of Contemporary Religion, Oxford Review of Education, Religion, and Teachers and Teacher Education.

Advisory & consultancy: Nigel has been external advisor on research projects across Europe. He welcomes consultancy work with schools, educational organisations and governments, and has carried out projects around the world, notably in Bhutan, India and Lebanon.

Steve is Associate Professor of Teacher Education. He is subject lead for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln. He leads the interdisciplinary Education and Training for the Climate (ETC) Hub at Oxford.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and a DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a qualified Mountain Leader and rock climbing instructor, and Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, work that is developing through three progress reports on Geographical Education: (I) fields, interactions and relationships; (II) anti-racist, decolonial futures; (III) climate change education (forthcoming). His research has been funded by the GCRF, ESRC, AHRC, ICHR, Nuffield Foundation, Leverhulme Trust, Newton Fund, British Council, and PESGB. Recent collaborations include: Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune; the role of cultural heritage in curriculum making in Kolkata (GCRF); and the Smart Cities Network for Sustainable Urban Future project (ESRC / Newton Fund) which was shortlisted for the Newton Prize (India).

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’ which was shortlisted for the Vice-Chancellor’s teaching awards. These ideas are taken further in the context of school geography through his (2024) book: The Geography Teaching Adventure: reclaiming exploration to inspire curriculum and pedagogy.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

David Mills is an Associate Professor and Director of the Centre for Global Higher Education (CGHE).

His current research focuses on the political economy of the global science system, and its impact on institutional research and publishing cultures in African universities. His most recent book is ‘Who Counts: Ghanaian Academic Publishing and Global Science’, co-written with colleagues from the University of Ghana and Oxford, and available open access from African Minds:  https://www.africanminds.co.za/who-counts/

Trained in Anthropology, and with inter-disciplinary research interests, David uses ethnographic methods to study the inequalities created by global higher education. He is particularly interested in African university research cultures and the role of diamond Open Access scholarly journals within knowledge ecosystems.

He welcomes enquiries from potential doctoral students interested in studying African Higher Education, as well as research and publishing cultures.

Alis Oancea is Professor of Philosophy of Education and Research Policy and specialises in meta-research. She is also Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation and coordinator of the Department’s Policy, Economy and Society Research Theme.

Alis studies research practice, policy and governance, higher education and philosophy of research – including research and innovation ecosystems, responsible research and innovation, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities. Contributions to the integration and development of the field of meta-research include the collaborative production of the Handbook of Meta-Research (2024). This strand of work is complemented with a strong interest in teacher education research, knowledge and values in education, and the role of research in education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; and is Doctor Honoris Causa (Socialium Scientiarium) of the University of the West, Timisoara. She is a Fellow of the Academy of Social Sciences.

She currently leads a four-year ESRC/ CGHE research-on-research project  of international scale, co-leads the Responsible Knowledge Exchange, Engagement and Impact project, is CI on a Research Culture project focused on contributorship and authorship, and Chief Editorial Advisor of Routledge Open Research (Education). She is Research Coordinator in Kellogg College, Oxford, and Deputy Director of the ongoing ESRC CGHE Centre for Global Higher Education (2024-2029).

Past leadership roles have included Director of Research and REF 2021 coordinator in the Department (2016-20) and Deputy Director for Research before that, as well as Senior Academic Advisor on Impact, University of Oxford. She was Executive Council member and trustee of the British Educational Research Association Council member of the European Educational Research Association.

SELECTED PROFESSIONAL ACTIVITIES

University leadership:

  • Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation, University of Oxford
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Research Practice Group member, University of Oxford
  • Pro-Proctor, University of Oxford (2017-18)
  • Research Theme Coordinator,  Policy, Economy and Society (currently, also 2014-16)
  • Director of ESRC CGHE Centre for Global Higher Education (2024-2029) and member of Research Management Committee, ESRC Centre for Global Higher Education (2019-24)
  • Research Group co-lead, Philosophy, Religion and Education, Oxford
  • Research Coordinator, Kellogg College, Oxford
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)

 

Policy and funder reviews and expert groups:

 

Research(er) evaluation panels:

  • Chair, Education panel, Science and Technology Foundation, Portugal
  • Vice-chair of Education panel, Academy of Finland
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
  • Vice-chair, multiple Horizon Europe funding calls
  • Member of steering panel, research centres competition, ESRC
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • External Examiner, MSc Science and Technology Policy (Sussex)
  • Institutional reviews at University of Leuven, Belgium, University of Hong Kong
  • Recruitment panels in different universities

 

Editorship:

  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Joint Editor, Oxford Review of Education
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of BERA’s ‘Research Intelligence’ (2010-12)
  • Editorial board member: Review of Education; Educational Theory (review board), Journal of Educational Sciences

 

Learned societies:

  • Fellow of the Academy of Social Sciences, UK
  • Fellow of the Higher Education Academy, UK
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member, European Educational Research Association (2011-12)
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Convenor, Philosophy of Education Society of Great Britain, Oxford Branch
  • Member of BERA’s Academic Publications Committee
  • Member of the Research and International Forum of UCET (ongoing)

 

Susan is an Honorary Research Fellow and former Deputy Director of the department.

Susan completed a B.Ed at  Queensland University of Technology (QUT), Australia, and read for a MSc in Comparative and International Education and a DPhil in Education at the University of Oxford. Susan’s entire career has been in education in various forms: she taught in secondary schools in Australia and England before starting her academic career.

Susan’s research interests are in the following areas:

  • Technical and vocational education and training policy
  • Vocational excellence
  • Apprenticeship
  • Work based and professional learning
  • Quality and esteem in FE
  • Territory landscape
  • Skills economy

Professor Ewart Keep holds the chair in Education, Training and Skills at the Department of Education, Oxford University.

He was one of the founders and a director of the Centre on Skills, Knowledge & Organisational Performance (SKOPE). SKOPE was funded by the ESRC for the first 15 years of its life. Before coming to Oxford, he worked for 21 years in Warwick Business School, and then at the School of Social Sciences, Cardiff University. He has been at Oxford since 2013.

His first degree was in Modern History, Economic History and Politics (Royal Holloway College, University of London) and his PhD is in Industrial relations (University of Warwick). He has researched and written on apprenticeships, personnel management in schools and HE, HE policy more generally, the relationship between skills and economic performance, managerial attitudes towards investing in skills, qualifications reform, the youth labour market, adult and lifelong learning, and skills policy formation and enactment across the four UK nations. He is currently managing an ESRC-funded project on NEETs (those not in education, employment or training) in the UK, as part of a wider European project on NEETs.

He has served on major committees of the Scottish Funding Council, Higher Education Funding Council for England, and the Higher Education Funding Council for Wales, as well as advising HM Treasury, DBIS, DfE, the No.10 Policy Unit, the Cabinet Office, the UK Commission on Employment and Skills, the Scottish, Welsh, New South Wales, Queensland and New Zealand governments, the NAO, the OECD, and various professional bodies and think tanks (including Demos and IPPR). He also acted as an advisor to a Government Office for Science (Foresight) project on adult learning and the changing labour market, and was a member of the Greater London Authority’s task and finish group on the skills strategy for London. He is currently a member of the Scottish Government’s Labour Market Strategy Group.

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford where she leads a flagship master’s course in Comparative and International Education. She convenes the Comparative and International Education Research Group at the Department of Education.

Within comparative and international education, Maia Chankseliani works at the intersection of tertiary education and development. She researches societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies.

Methodologically, she utilises both qualitative and quantitative methods. Her work often combines secondary data analysis with insights gathered through semi-structured interviews and contextualised case studies.

Maia Chankseliani has published four books in the field of comparative and international education: What Happened to the Soviet University? (2022), Building Research Capacity at Universities: Insights from Post-Soviet Countries (2022), Comparing Post-Socialist Transformations: Purposes, Policies, and Practices in Education (2018), and Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice (2013).

She currently leads a major research project examining the impact of international mobility on world development (funded by the U.S. Department of State). Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, British Council, World Bank, Qatar Foundation, the European Commission.

With a background in education research, teaching, policy-making, leadership, and consultancy, Maia Chankseliani brings to her role extensive experience in diverse international settings. This breadth of experience informs her research and enables her to bridge theory and practice.

Maia Chankseliani engages with governments and gives academic and policy-relevant talks nationally and internationally. Her research regularly features in national and international media.

She holds a BA in Philology from Tbilisi State University (Georgia), an Ed. M in International Education Policy from Harvard University (USA), and a PhD in Education from the University of Cambridge (UK).

Maia Chankseliani serves as the Editor-in-Chief of the International Journal of Educational Research.

Nigel is Associate Professor of Education and Values. His research encompasses belief and values-based questions across education and research, including:

  • Religions, beliefs and secularities
  • Laws human rights and courts
  • Education and professional ethics
  • Educational research ethics

He teaches across several courses, particularly on beliefs & values, philosophies of education and research, and qualitative and mixed methodologies.

Current professional associations: Association of University Lecturers in Religion and Education; British Education Research Association; European Association of Research in Learning and Instruction; International Seminar for Religious Education and Values; Philosophy of Education (Great Britain) Society.

He is on the editorial board of Religionspädagogik in pluraler Gesellschaft, and regularly reviews for: British Journal of Religious Education, Journal of Beliefs and Values, Journal of Contemporary Religion, Oxford Review of Education, Religion, and Teachers and Teacher Education.

Advisory & consultancy: Nigel has been external advisor on research projects across Europe. He welcomes consultancy work with schools, educational organisations and governments, and has carried out projects around the world, notably in Bhutan, India and Lebanon.

Steve is Associate Professor of Teacher Education. He is subject lead for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln. He leads the interdisciplinary Education and Training for the Climate (ETC) Hub at Oxford.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and a DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a qualified Mountain Leader and rock climbing instructor, and Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, work that is developing through three progress reports on Geographical Education: (I) fields, interactions and relationships; (II) anti-racist, decolonial futures; (III) climate change education (forthcoming). His research has been funded by the GCRF, ESRC, AHRC, ICHR, Nuffield Foundation, Leverhulme Trust, Newton Fund, British Council, and PESGB. Recent collaborations include: Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune; the role of cultural heritage in curriculum making in Kolkata (GCRF); and the Smart Cities Network for Sustainable Urban Future project (ESRC / Newton Fund) which was shortlisted for the Newton Prize (India).

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’ which was shortlisted for the Vice-Chancellor’s teaching awards. These ideas are taken further in the context of school geography through his (2024) book: The Geography Teaching Adventure: reclaiming exploration to inspire curriculum and pedagogy.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

David Mills is an Associate Professor and Director of the Centre for Global Higher Education (CGHE).

His current research focuses on the political economy of the global science system, and its impact on institutional research and publishing cultures in African universities. His most recent book is ‘Who Counts: Ghanaian Academic Publishing and Global Science’, co-written with colleagues from the University of Ghana and Oxford, and available open access from African Minds:  https://www.africanminds.co.za/who-counts/

Trained in Anthropology, and with inter-disciplinary research interests, David uses ethnographic methods to study the inequalities created by global higher education. He is particularly interested in African university research cultures and the role of diamond Open Access scholarly journals within knowledge ecosystems.

He welcomes enquiries from potential doctoral students interested in studying African Higher Education, as well as research and publishing cultures.

Alis Oancea is Professor of Philosophy of Education and Research Policy and specialises in meta-research. She is also Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation and coordinator of the Department’s Policy, Economy and Society Research Theme.

Alis studies research practice, policy and governance, higher education and philosophy of research – including research and innovation ecosystems, responsible research and innovation, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities. Contributions to the integration and development of the field of meta-research include the collaborative production of the Handbook of Meta-Research (2024). This strand of work is complemented with a strong interest in teacher education research, knowledge and values in education, and the role of research in education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; and is Doctor Honoris Causa (Socialium Scientiarium) of the University of the West, Timisoara. She is a Fellow of the Academy of Social Sciences.

She currently leads a four-year ESRC/ CGHE research-on-research project  of international scale, co-leads the Responsible Knowledge Exchange, Engagement and Impact project, is CI on a Research Culture project focused on contributorship and authorship, and Chief Editorial Advisor of Routledge Open Research (Education). She is Research Coordinator in Kellogg College, Oxford, and Deputy Director of the ongoing ESRC CGHE Centre for Global Higher Education (2024-2029).

Past leadership roles have included Director of Research and REF 2021 coordinator in the Department (2016-20) and Deputy Director for Research before that, as well as Senior Academic Advisor on Impact, University of Oxford. She was Executive Council member and trustee of the British Educational Research Association Council member of the European Educational Research Association.

SELECTED PROFESSIONAL ACTIVITIES

University leadership:

  • Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation, University of Oxford
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Research Practice Group member, University of Oxford
  • Pro-Proctor, University of Oxford (2017-18)
  • Research Theme Coordinator,  Policy, Economy and Society (currently, also 2014-16)
  • Director of ESRC CGHE Centre for Global Higher Education (2024-2029) and member of Research Management Committee, ESRC Centre for Global Higher Education (2019-24)
  • Research Group co-lead, Philosophy, Religion and Education, Oxford
  • Research Coordinator, Kellogg College, Oxford
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)

 

Policy and funder reviews and expert groups:

 

Research(er) evaluation panels:

  • Chair, Education panel, Science and Technology Foundation, Portugal
  • Vice-chair of Education panel, Academy of Finland
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
  • Vice-chair, multiple Horizon Europe funding calls
  • Member of steering panel, research centres competition, ESRC
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • External Examiner, MSc Science and Technology Policy (Sussex)
  • Institutional reviews at University of Leuven, Belgium, University of Hong Kong
  • Recruitment panels in different universities

 

Editorship:

  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Joint Editor, Oxford Review of Education
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of BERA’s ‘Research Intelligence’ (2010-12)
  • Editorial board member: Review of Education; Educational Theory (review board), Journal of Educational Sciences

 

Learned societies:

  • Fellow of the Academy of Social Sciences, UK
  • Fellow of the Higher Education Academy, UK
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member, European Educational Research Association (2011-12)
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Convenor, Philosophy of Education Society of Great Britain, Oxford Branch
  • Member of BERA’s Academic Publications Committee
  • Member of the Research and International Forum of UCET (ongoing)

 

Susan is an Honorary Research Fellow and former Deputy Director of the department.

Susan completed a B.Ed at  Queensland University of Technology (QUT), Australia, and read for a MSc in Comparative and International Education and a DPhil in Education at the University of Oxford. Susan’s entire career has been in education in various forms: she taught in secondary schools in Australia and England before starting her academic career.

Susan’s research interests are in the following areas:

  • Technical and vocational education and training policy
  • Vocational excellence
  • Apprenticeship
  • Work based and professional learning
  • Quality and esteem in FE
  • Territory landscape
  • Skills economy

Professor Ewart Keep holds the chair in Education, Training and Skills at the Department of Education, Oxford University.

He was one of the founders and a director of the Centre on Skills, Knowledge & Organisational Performance (SKOPE). SKOPE was funded by the ESRC for the first 15 years of its life. Before coming to Oxford, he worked for 21 years in Warwick Business School, and then at the School of Social Sciences, Cardiff University. He has been at Oxford since 2013.

His first degree was in Modern History, Economic History and Politics (Royal Holloway College, University of London) and his PhD is in Industrial relations (University of Warwick). He has researched and written on apprenticeships, personnel management in schools and HE, HE policy more generally, the relationship between skills and economic performance, managerial attitudes towards investing in skills, qualifications reform, the youth labour market, adult and lifelong learning, and skills policy formation and enactment across the four UK nations. He is currently managing an ESRC-funded project on NEETs (those not in education, employment or training) in the UK, as part of a wider European project on NEETs.

He has served on major committees of the Scottish Funding Council, Higher Education Funding Council for England, and the Higher Education Funding Council for Wales, as well as advising HM Treasury, DBIS, DfE, the No.10 Policy Unit, the Cabinet Office, the UK Commission on Employment and Skills, the Scottish, Welsh, New South Wales, Queensland and New Zealand governments, the NAO, the OECD, and various professional bodies and think tanks (including Demos and IPPR). He also acted as an advisor to a Government Office for Science (Foresight) project on adult learning and the changing labour market, and was a member of the Greater London Authority’s task and finish group on the skills strategy for London. He is currently a member of the Scottish Government’s Labour Market Strategy Group.

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford where she leads a flagship master’s course in Comparative and International Education. She convenes the Comparative and International Education Research Group at the Department of Education.

Within comparative and international education, Maia Chankseliani works at the intersection of tertiary education and development. She researches societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies.

Methodologically, she utilises both qualitative and quantitative methods. Her work often combines secondary data analysis with insights gathered through semi-structured interviews and contextualised case studies.

Maia Chankseliani has published four books in the field of comparative and international education: What Happened to the Soviet University? (2022), Building Research Capacity at Universities: Insights from Post-Soviet Countries (2022), Comparing Post-Socialist Transformations: Purposes, Policies, and Practices in Education (2018), and Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice (2013).

She currently leads a major research project examining the impact of international mobility on world development (funded by the U.S. Department of State). Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, British Council, World Bank, Qatar Foundation, the European Commission.

With a background in education research, teaching, policy-making, leadership, and consultancy, Maia Chankseliani brings to her role extensive experience in diverse international settings. This breadth of experience informs her research and enables her to bridge theory and practice.

Maia Chankseliani engages with governments and gives academic and policy-relevant talks nationally and internationally. Her research regularly features in national and international media.

She holds a BA in Philology from Tbilisi State University (Georgia), an Ed. M in International Education Policy from Harvard University (USA), and a PhD in Education from the University of Cambridge (UK).

Maia Chankseliani serves as the Editor-in-Chief of the International Journal of Educational Research.

Nigel is Associate Professor of Education and Values. His research encompasses belief and values-based questions across education and research, including:

  • Religions, beliefs and secularities
  • Laws human rights and courts
  • Education and professional ethics
  • Educational research ethics

He teaches across several courses, particularly on beliefs & values, philosophies of education and research, and qualitative and mixed methodologies.

Current professional associations: Association of University Lecturers in Religion and Education; British Education Research Association; European Association of Research in Learning and Instruction; International Seminar for Religious Education and Values; Philosophy of Education (Great Britain) Society.

He is on the editorial board of Religionspädagogik in pluraler Gesellschaft, and regularly reviews for: British Journal of Religious Education, Journal of Beliefs and Values, Journal of Contemporary Religion, Oxford Review of Education, Religion, and Teachers and Teacher Education.

Advisory & consultancy: Nigel has been external advisor on research projects across Europe. He welcomes consultancy work with schools, educational organisations and governments, and has carried out projects around the world, notably in Bhutan, India and Lebanon.

Steve is Associate Professor of Teacher Education. He is subject lead for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln. He leads the interdisciplinary Education and Training for the Climate (ETC) Hub at Oxford.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and a DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a qualified Mountain Leader and rock climbing instructor, and Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, work that is developing through three progress reports on Geographical Education: (I) fields, interactions and relationships; (II) anti-racist, decolonial futures; (III) climate change education (forthcoming). His research has been funded by the GCRF, ESRC, AHRC, ICHR, Nuffield Foundation, Leverhulme Trust, Newton Fund, British Council, and PESGB. Recent collaborations include: Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune; the role of cultural heritage in curriculum making in Kolkata (GCRF); and the Smart Cities Network for Sustainable Urban Future project (ESRC / Newton Fund) which was shortlisted for the Newton Prize (India).

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’ which was shortlisted for the Vice-Chancellor’s teaching awards. These ideas are taken further in the context of school geography through his (2024) book: The Geography Teaching Adventure: reclaiming exploration to inspire curriculum and pedagogy.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

David Mills is an Associate Professor and Director of the Centre for Global Higher Education (CGHE).

His current research focuses on the political economy of the global science system, and its impact on institutional research and publishing cultures in African universities. His most recent book is ‘Who Counts: Ghanaian Academic Publishing and Global Science’, co-written with colleagues from the University of Ghana and Oxford, and available open access from African Minds:  https://www.africanminds.co.za/who-counts/

Trained in Anthropology, and with inter-disciplinary research interests, David uses ethnographic methods to study the inequalities created by global higher education. He is particularly interested in African university research cultures and the role of diamond Open Access scholarly journals within knowledge ecosystems.

He welcomes enquiries from potential doctoral students interested in studying African Higher Education, as well as research and publishing cultures.

Alis Oancea is Professor of Philosophy of Education and Research Policy and specialises in meta-research. She is also Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation and coordinator of the Department’s Policy, Economy and Society Research Theme.

Alis studies research practice, policy and governance, higher education and philosophy of research – including research and innovation ecosystems, responsible research and innovation, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities. Contributions to the integration and development of the field of meta-research include the collaborative production of the Handbook of Meta-Research (2024). This strand of work is complemented with a strong interest in teacher education research, knowledge and values in education, and the role of research in education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; and is Doctor Honoris Causa (Socialium Scientiarium) of the University of the West, Timisoara. She is a Fellow of the Academy of Social Sciences.

She currently leads a four-year ESRC/ CGHE research-on-research project  of international scale, co-leads the Responsible Knowledge Exchange, Engagement and Impact project, is CI on a Research Culture project focused on contributorship and authorship, and Chief Editorial Advisor of Routledge Open Research (Education). She is Research Coordinator in Kellogg College, Oxford, and Deputy Director of the ongoing ESRC CGHE Centre for Global Higher Education (2024-2029).

Past leadership roles have included Director of Research and REF 2021 coordinator in the Department (2016-20) and Deputy Director for Research before that, as well as Senior Academic Advisor on Impact, University of Oxford. She was Executive Council member and trustee of the British Educational Research Association Council member of the European Educational Research Association.

SELECTED PROFESSIONAL ACTIVITIES

University leadership:

  • Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation, University of Oxford
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Research Practice Group member, University of Oxford
  • Pro-Proctor, University of Oxford (2017-18)
  • Research Theme Coordinator,  Policy, Economy and Society (currently, also 2014-16)
  • Director of ESRC CGHE Centre for Global Higher Education (2024-2029) and member of Research Management Committee, ESRC Centre for Global Higher Education (2019-24)
  • Research Group co-lead, Philosophy, Religion and Education, Oxford
  • Research Coordinator, Kellogg College, Oxford
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)

 

Policy and funder reviews and expert groups:

 

Research(er) evaluation panels:

  • Chair, Education panel, Science and Technology Foundation, Portugal
  • Vice-chair of Education panel, Academy of Finland
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
  • Vice-chair, multiple Horizon Europe funding calls
  • Member of steering panel, research centres competition, ESRC
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • External Examiner, MSc Science and Technology Policy (Sussex)
  • Institutional reviews at University of Leuven, Belgium, University of Hong Kong
  • Recruitment panels in different universities

 

Editorship:

  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Joint Editor, Oxford Review of Education
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of BERA’s ‘Research Intelligence’ (2010-12)
  • Editorial board member: Review of Education; Educational Theory (review board), Journal of Educational Sciences

 

Learned societies:

  • Fellow of the Academy of Social Sciences, UK
  • Fellow of the Higher Education Academy, UK
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member, European Educational Research Association (2011-12)
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Convenor, Philosophy of Education Society of Great Britain, Oxford Branch
  • Member of BERA’s Academic Publications Committee
  • Member of the Research and International Forum of UCET (ongoing)

 

Susan is an Honorary Research Fellow and former Deputy Director of the department.

Susan completed a B.Ed at  Queensland University of Technology (QUT), Australia, and read for a MSc in Comparative and International Education and a DPhil in Education at the University of Oxford. Susan’s entire career has been in education in various forms: she taught in secondary schools in Australia and England before starting her academic career.

Susan’s research interests are in the following areas:

  • Technical and vocational education and training policy
  • Vocational excellence
  • Apprenticeship
  • Work based and professional learning
  • Quality and esteem in FE
  • Territory landscape
  • Skills economy

Professor Ewart Keep holds the chair in Education, Training and Skills at the Department of Education, Oxford University.

He was one of the founders and a director of the Centre on Skills, Knowledge & Organisational Performance (SKOPE). SKOPE was funded by the ESRC for the first 15 years of its life. Before coming to Oxford, he worked for 21 years in Warwick Business School, and then at the School of Social Sciences, Cardiff University. He has been at Oxford since 2013.

His first degree was in Modern History, Economic History and Politics (Royal Holloway College, University of London) and his PhD is in Industrial relations (University of Warwick). He has researched and written on apprenticeships, personnel management in schools and HE, HE policy more generally, the relationship between skills and economic performance, managerial attitudes towards investing in skills, qualifications reform, the youth labour market, adult and lifelong learning, and skills policy formation and enactment across the four UK nations. He is currently managing an ESRC-funded project on NEETs (those not in education, employment or training) in the UK, as part of a wider European project on NEETs.

He has served on major committees of the Scottish Funding Council, Higher Education Funding Council for England, and the Higher Education Funding Council for Wales, as well as advising HM Treasury, DBIS, DfE, the No.10 Policy Unit, the Cabinet Office, the UK Commission on Employment and Skills, the Scottish, Welsh, New South Wales, Queensland and New Zealand governments, the NAO, the OECD, and various professional bodies and think tanks (including Demos and IPPR). He also acted as an advisor to a Government Office for Science (Foresight) project on adult learning and the changing labour market, and was a member of the Greater London Authority’s task and finish group on the skills strategy for London. He is currently a member of the Scottish Government’s Labour Market Strategy Group.

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford where she leads a flagship master’s course in Comparative and International Education. She convenes the Comparative and International Education Research Group at the Department of Education.

Within comparative and international education, Maia Chankseliani works at the intersection of tertiary education and development. She researches societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies.

Methodologically, she utilises both qualitative and quantitative methods. Her work often combines secondary data analysis with insights gathered through semi-structured interviews and contextualised case studies.

Maia Chankseliani has published four books in the field of comparative and international education: What Happened to the Soviet University? (2022), Building Research Capacity at Universities: Insights from Post-Soviet Countries (2022), Comparing Post-Socialist Transformations: Purposes, Policies, and Practices in Education (2018), and Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice (2013).

She currently leads a major research project examining the impact of international mobility on world development (funded by the U.S. Department of State). Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, British Council, World Bank, Qatar Foundation, the European Commission.

With a background in education research, teaching, policy-making, leadership, and consultancy, Maia Chankseliani brings to her role extensive experience in diverse international settings. This breadth of experience informs her research and enables her to bridge theory and practice.

Maia Chankseliani engages with governments and gives academic and policy-relevant talks nationally and internationally. Her research regularly features in national and international media.

She holds a BA in Philology from Tbilisi State University (Georgia), an Ed. M in International Education Policy from Harvard University (USA), and a PhD in Education from the University of Cambridge (UK).

Maia Chankseliani serves as the Editor-in-Chief of the International Journal of Educational Research.

Nigel is Associate Professor of Education and Values. His research encompasses belief and values-based questions across education and research, including:

  • Religions, beliefs and secularities
  • Laws human rights and courts
  • Education and professional ethics
  • Educational research ethics

He teaches across several courses, particularly on beliefs & values, philosophies of education and research, and qualitative and mixed methodologies.

Current professional associations: Association of University Lecturers in Religion and Education; British Education Research Association; European Association of Research in Learning and Instruction; International Seminar for Religious Education and Values; Philosophy of Education (Great Britain) Society.

He is on the editorial board of Religionspädagogik in pluraler Gesellschaft, and regularly reviews for: British Journal of Religious Education, Journal of Beliefs and Values, Journal of Contemporary Religion, Oxford Review of Education, Religion, and Teachers and Teacher Education.

Advisory & consultancy: Nigel has been external advisor on research projects across Europe. He welcomes consultancy work with schools, educational organisations and governments, and has carried out projects around the world, notably in Bhutan, India and Lebanon.

Steve is Associate Professor of Teacher Education. He is subject lead for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln. He leads the interdisciplinary Education and Training for the Climate (ETC) Hub at Oxford.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and a DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a qualified Mountain Leader and rock climbing instructor, and Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, work that is developing through three progress reports on Geographical Education: (I) fields, interactions and relationships; (II) anti-racist, decolonial futures; (III) climate change education (forthcoming). His research has been funded by the GCRF, ESRC, AHRC, ICHR, Nuffield Foundation, Leverhulme Trust, Newton Fund, British Council, and PESGB. Recent collaborations include: Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune; the role of cultural heritage in curriculum making in Kolkata (GCRF); and the Smart Cities Network for Sustainable Urban Future project (ESRC / Newton Fund) which was shortlisted for the Newton Prize (India).

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’ which was shortlisted for the Vice-Chancellor’s teaching awards. These ideas are taken further in the context of school geography through his (2024) book: The Geography Teaching Adventure: reclaiming exploration to inspire curriculum and pedagogy.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

David Mills is an Associate Professor and Director of the Centre for Global Higher Education (CGHE).

His current research focuses on the political economy of the global science system, and its impact on institutional research and publishing cultures in African universities. His most recent book is ‘Who Counts: Ghanaian Academic Publishing and Global Science’, co-written with colleagues from the University of Ghana and Oxford, and available open access from African Minds:  https://www.africanminds.co.za/who-counts/

Trained in Anthropology, and with inter-disciplinary research interests, David uses ethnographic methods to study the inequalities created by global higher education. He is particularly interested in African university research cultures and the role of diamond Open Access scholarly journals within knowledge ecosystems.

He welcomes enquiries from potential doctoral students interested in studying African Higher Education, as well as research and publishing cultures.

Alis Oancea is Professor of Philosophy of Education and Research Policy and specialises in meta-research. She is also Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation and coordinator of the Department’s Policy, Economy and Society Research Theme.

Alis studies research practice, policy and governance, higher education and philosophy of research – including research and innovation ecosystems, responsible research and innovation, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities. Contributions to the integration and development of the field of meta-research include the collaborative production of the Handbook of Meta-Research (2024). This strand of work is complemented with a strong interest in teacher education research, knowledge and values in education, and the role of research in education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; and is Doctor Honoris Causa (Socialium Scientiarium) of the University of the West, Timisoara. She is a Fellow of the Academy of Social Sciences.

She currently leads a four-year ESRC/ CGHE research-on-research project  of international scale, co-leads the Responsible Knowledge Exchange, Engagement and Impact project, is CI on a Research Culture project focused on contributorship and authorship, and Chief Editorial Advisor of Routledge Open Research (Education). She is Research Coordinator in Kellogg College, Oxford, and Deputy Director of the ongoing ESRC CGHE Centre for Global Higher Education (2024-2029).

Past leadership roles have included Director of Research and REF 2021 coordinator in the Department (2016-20) and Deputy Director for Research before that, as well as Senior Academic Advisor on Impact, University of Oxford. She was Executive Council member and trustee of the British Educational Research Association Council member of the European Educational Research Association.

SELECTED PROFESSIONAL ACTIVITIES

University leadership:

  • Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation, University of Oxford
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Research Practice Group member, University of Oxford
  • Pro-Proctor, University of Oxford (2017-18)
  • Research Theme Coordinator,  Policy, Economy and Society (currently, also 2014-16)
  • Director of ESRC CGHE Centre for Global Higher Education (2024-2029) and member of Research Management Committee, ESRC Centre for Global Higher Education (2019-24)
  • Research Group co-lead, Philosophy, Religion and Education, Oxford
  • Research Coordinator, Kellogg College, Oxford
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)

 

Policy and funder reviews and expert groups:

 

Research(er) evaluation panels:

  • Chair, Education panel, Science and Technology Foundation, Portugal
  • Vice-chair of Education panel, Academy of Finland
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
  • Vice-chair, multiple Horizon Europe funding calls
  • Member of steering panel, research centres competition, ESRC
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • External Examiner, MSc Science and Technology Policy (Sussex)
  • Institutional reviews at University of Leuven, Belgium, University of Hong Kong
  • Recruitment panels in different universities

 

Editorship:

  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Joint Editor, Oxford Review of Education
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of BERA’s ‘Research Intelligence’ (2010-12)
  • Editorial board member: Review of Education; Educational Theory (review board), Journal of Educational Sciences

 

Learned societies:

  • Fellow of the Academy of Social Sciences, UK
  • Fellow of the Higher Education Academy, UK
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member, European Educational Research Association (2011-12)
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Convenor, Philosophy of Education Society of Great Britain, Oxford Branch
  • Member of BERA’s Academic Publications Committee
  • Member of the Research and International Forum of UCET (ongoing)

 

Susan is an Honorary Research Fellow and former Deputy Director of the department.

Susan completed a B.Ed at  Queensland University of Technology (QUT), Australia, and read for a MSc in Comparative and International Education and a DPhil in Education at the University of Oxford. Susan’s entire career has been in education in various forms: she taught in secondary schools in Australia and England before starting her academic career.

Susan’s research interests are in the following areas:

  • Technical and vocational education and training policy
  • Vocational excellence
  • Apprenticeship
  • Work based and professional learning
  • Quality and esteem in FE
  • Territory landscape
  • Skills economy

Professor Ewart Keep holds the chair in Education, Training and Skills at the Department of Education, Oxford University.

He was one of the founders and a director of the Centre on Skills, Knowledge & Organisational Performance (SKOPE). SKOPE was funded by the ESRC for the first 15 years of its life. Before coming to Oxford, he worked for 21 years in Warwick Business School, and then at the School of Social Sciences, Cardiff University. He has been at Oxford since 2013.

His first degree was in Modern History, Economic History and Politics (Royal Holloway College, University of London) and his PhD is in Industrial relations (University of Warwick). He has researched and written on apprenticeships, personnel management in schools and HE, HE policy more generally, the relationship between skills and economic performance, managerial attitudes towards investing in skills, qualifications reform, the youth labour market, adult and lifelong learning, and skills policy formation and enactment across the four UK nations. He is currently managing an ESRC-funded project on NEETs (those not in education, employment or training) in the UK, as part of a wider European project on NEETs.

He has served on major committees of the Scottish Funding Council, Higher Education Funding Council for England, and the Higher Education Funding Council for Wales, as well as advising HM Treasury, DBIS, DfE, the No.10 Policy Unit, the Cabinet Office, the UK Commission on Employment and Skills, the Scottish, Welsh, New South Wales, Queensland and New Zealand governments, the NAO, the OECD, and various professional bodies and think tanks (including Demos and IPPR). He also acted as an advisor to a Government Office for Science (Foresight) project on adult learning and the changing labour market, and was a member of the Greater London Authority’s task and finish group on the skills strategy for London. He is currently a member of the Scottish Government’s Labour Market Strategy Group.

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford where she leads a flagship master’s course in Comparative and International Education. She convenes the Comparative and International Education Research Group at the Department of Education.

Within comparative and international education, Maia Chankseliani works at the intersection of tertiary education and development. She researches societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies.

Methodologically, she utilises both qualitative and quantitative methods. Her work often combines secondary data analysis with insights gathered through semi-structured interviews and contextualised case studies.

Maia Chankseliani has published four books in the field of comparative and international education: What Happened to the Soviet University? (2022), Building Research Capacity at Universities: Insights from Post-Soviet Countries (2022), Comparing Post-Socialist Transformations: Purposes, Policies, and Practices in Education (2018), and Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice (2013).

She currently leads a major research project examining the impact of international mobility on world development (funded by the U.S. Department of State). Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, British Council, World Bank, Qatar Foundation, the European Commission.

With a background in education research, teaching, policy-making, leadership, and consultancy, Maia Chankseliani brings to her role extensive experience in diverse international settings. This breadth of experience informs her research and enables her to bridge theory and practice.

Maia Chankseliani engages with governments and gives academic and policy-relevant talks nationally and internationally. Her research regularly features in national and international media.

She holds a BA in Philology from Tbilisi State University (Georgia), an Ed. M in International Education Policy from Harvard University (USA), and a PhD in Education from the University of Cambridge (UK).

Maia Chankseliani serves as the Editor-in-Chief of the International Journal of Educational Research.

Nigel is Associate Professor of Education and Values. His research encompasses belief and values-based questions across education and research, including:

  • Religions, beliefs and secularities
  • Laws human rights and courts
  • Education and professional ethics
  • Educational research ethics

He teaches across several courses, particularly on beliefs & values, philosophies of education and research, and qualitative and mixed methodologies.

Current professional associations: Association of University Lecturers in Religion and Education; British Education Research Association; European Association of Research in Learning and Instruction; International Seminar for Religious Education and Values; Philosophy of Education (Great Britain) Society.

He is on the editorial board of Religionspädagogik in pluraler Gesellschaft, and regularly reviews for: British Journal of Religious Education, Journal of Beliefs and Values, Journal of Contemporary Religion, Oxford Review of Education, Religion, and Teachers and Teacher Education.

Advisory & consultancy: Nigel has been external advisor on research projects across Europe. He welcomes consultancy work with schools, educational organisations and governments, and has carried out projects around the world, notably in Bhutan, India and Lebanon.

Steve is Associate Professor of Teacher Education. He is subject lead for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln. He leads the interdisciplinary Education and Training for the Climate (ETC) Hub at Oxford.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and a DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a qualified Mountain Leader and rock climbing instructor, and Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, work that is developing through three progress reports on Geographical Education: (I) fields, interactions and relationships; (II) anti-racist, decolonial futures; (III) climate change education (forthcoming). His research has been funded by the GCRF, ESRC, AHRC, ICHR, Nuffield Foundation, Leverhulme Trust, Newton Fund, British Council, and PESGB. Recent collaborations include: Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune; the role of cultural heritage in curriculum making in Kolkata (GCRF); and the Smart Cities Network for Sustainable Urban Future project (ESRC / Newton Fund) which was shortlisted for the Newton Prize (India).

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’ which was shortlisted for the Vice-Chancellor’s teaching awards. These ideas are taken further in the context of school geography through his (2024) book: The Geography Teaching Adventure: reclaiming exploration to inspire curriculum and pedagogy.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

David Mills is an Associate Professor and Director of the Centre for Global Higher Education (CGHE).

His current research focuses on the political economy of the global science system, and its impact on institutional research and publishing cultures in African universities. His most recent book is ‘Who Counts: Ghanaian Academic Publishing and Global Science’, co-written with colleagues from the University of Ghana and Oxford, and available open access from African Minds:  https://www.africanminds.co.za/who-counts/

Trained in Anthropology, and with inter-disciplinary research interests, David uses ethnographic methods to study the inequalities created by global higher education. He is particularly interested in African university research cultures and the role of diamond Open Access scholarly journals within knowledge ecosystems.

He welcomes enquiries from potential doctoral students interested in studying African Higher Education, as well as research and publishing cultures.

Alis Oancea is Professor of Philosophy of Education and Research Policy and specialises in meta-research. She is also Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation and coordinator of the Department’s Policy, Economy and Society Research Theme.

Alis studies research practice, policy and governance, higher education and philosophy of research – including research and innovation ecosystems, responsible research and innovation, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities. Contributions to the integration and development of the field of meta-research include the collaborative production of the Handbook of Meta-Research (2024). This strand of work is complemented with a strong interest in teacher education research, knowledge and values in education, and the role of research in education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; and is Doctor Honoris Causa (Socialium Scientiarium) of the University of the West, Timisoara. She is a Fellow of the Academy of Social Sciences.

She currently leads a four-year ESRC/ CGHE research-on-research project  of international scale, co-leads the Responsible Knowledge Exchange, Engagement and Impact project, is CI on a Research Culture project focused on contributorship and authorship, and Chief Editorial Advisor of Routledge Open Research (Education). She is Research Coordinator in Kellogg College, Oxford, and Deputy Director of the ongoing ESRC CGHE Centre for Global Higher Education (2024-2029).

Past leadership roles have included Director of Research and REF 2021 coordinator in the Department (2016-20) and Deputy Director for Research before that, as well as Senior Academic Advisor on Impact, University of Oxford. She was Executive Council member and trustee of the British Educational Research Association Council member of the European Educational Research Association.

SELECTED PROFESSIONAL ACTIVITIES

University leadership:

  • Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation, University of Oxford
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Research Practice Group member, University of Oxford
  • Pro-Proctor, University of Oxford (2017-18)
  • Research Theme Coordinator,  Policy, Economy and Society (currently, also 2014-16)
  • Director of ESRC CGHE Centre for Global Higher Education (2024-2029) and member of Research Management Committee, ESRC Centre for Global Higher Education (2019-24)
  • Research Group co-lead, Philosophy, Religion and Education, Oxford
  • Research Coordinator, Kellogg College, Oxford
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)

 

Policy and funder reviews and expert groups:

 

Research(er) evaluation panels:

  • Chair, Education panel, Science and Technology Foundation, Portugal
  • Vice-chair of Education panel, Academy of Finland
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
  • Vice-chair, multiple Horizon Europe funding calls
  • Member of steering panel, research centres competition, ESRC
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • External Examiner, MSc Science and Technology Policy (Sussex)
  • Institutional reviews at University of Leuven, Belgium, University of Hong Kong
  • Recruitment panels in different universities

 

Editorship:

  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Joint Editor, Oxford Review of Education
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of BERA’s ‘Research Intelligence’ (2010-12)
  • Editorial board member: Review of Education; Educational Theory (review board), Journal of Educational Sciences

 

Learned societies:

  • Fellow of the Academy of Social Sciences, UK
  • Fellow of the Higher Education Academy, UK
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member, European Educational Research Association (2011-12)
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Convenor, Philosophy of Education Society of Great Britain, Oxford Branch
  • Member of BERA’s Academic Publications Committee
  • Member of the Research and International Forum of UCET (ongoing)

 

Susan is an Honorary Research Fellow and former Deputy Director of the department.

Susan completed a B.Ed at  Queensland University of Technology (QUT), Australia, and read for a MSc in Comparative and International Education and a DPhil in Education at the University of Oxford. Susan’s entire career has been in education in various forms: she taught in secondary schools in Australia and England before starting her academic career.

Susan’s research interests are in the following areas:

  • Technical and vocational education and training policy
  • Vocational excellence
  • Apprenticeship
  • Work based and professional learning
  • Quality and esteem in FE
  • Territory landscape
  • Skills economy

Professor Ewart Keep holds the chair in Education, Training and Skills at the Department of Education, Oxford University.

He was one of the founders and a director of the Centre on Skills, Knowledge & Organisational Performance (SKOPE). SKOPE was funded by the ESRC for the first 15 years of its life. Before coming to Oxford, he worked for 21 years in Warwick Business School, and then at the School of Social Sciences, Cardiff University. He has been at Oxford since 2013.

His first degree was in Modern History, Economic History and Politics (Royal Holloway College, University of London) and his PhD is in Industrial relations (University of Warwick). He has researched and written on apprenticeships, personnel management in schools and HE, HE policy more generally, the relationship between skills and economic performance, managerial attitudes towards investing in skills, qualifications reform, the youth labour market, adult and lifelong learning, and skills policy formation and enactment across the four UK nations. He is currently managing an ESRC-funded project on NEETs (those not in education, employment or training) in the UK, as part of a wider European project on NEETs.

He has served on major committees of the Scottish Funding Council, Higher Education Funding Council for England, and the Higher Education Funding Council for Wales, as well as advising HM Treasury, DBIS, DfE, the No.10 Policy Unit, the Cabinet Office, the UK Commission on Employment and Skills, the Scottish, Welsh, New South Wales, Queensland and New Zealand governments, the NAO, the OECD, and various professional bodies and think tanks (including Demos and IPPR). He also acted as an advisor to a Government Office for Science (Foresight) project on adult learning and the changing labour market, and was a member of the Greater London Authority’s task and finish group on the skills strategy for London. He is currently a member of the Scottish Government’s Labour Market Strategy Group.

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford where she leads a flagship master’s course in Comparative and International Education. She convenes the Comparative and International Education Research Group at the Department of Education.

Within comparative and international education, Maia Chankseliani works at the intersection of tertiary education and development. She researches societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies.

Methodologically, she utilises both qualitative and quantitative methods. Her work often combines secondary data analysis with insights gathered through semi-structured interviews and contextualised case studies.

Maia Chankseliani has published four books in the field of comparative and international education: What Happened to the Soviet University? (2022), Building Research Capacity at Universities: Insights from Post-Soviet Countries (2022), Comparing Post-Socialist Transformations: Purposes, Policies, and Practices in Education (2018), and Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice (2013).

She currently leads a major research project examining the impact of international mobility on world development (funded by the U.S. Department of State). Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, British Council, World Bank, Qatar Foundation, the European Commission.

With a background in education research, teaching, policy-making, leadership, and consultancy, Maia Chankseliani brings to her role extensive experience in diverse international settings. This breadth of experience informs her research and enables her to bridge theory and practice.

Maia Chankseliani engages with governments and gives academic and policy-relevant talks nationally and internationally. Her research regularly features in national and international media.

She holds a BA in Philology from Tbilisi State University (Georgia), an Ed. M in International Education Policy from Harvard University (USA), and a PhD in Education from the University of Cambridge (UK).

Maia Chankseliani serves as the Editor-in-Chief of the International Journal of Educational Research.

Nigel is Associate Professor of Education and Values. His research encompasses belief and values-based questions across education and research, including:

  • Religions, beliefs and secularities
  • Laws human rights and courts
  • Education and professional ethics
  • Educational research ethics

He teaches across several courses, particularly on beliefs & values, philosophies of education and research, and qualitative and mixed methodologies.

Current professional associations: Association of University Lecturers in Religion and Education; British Education Research Association; European Association of Research in Learning and Instruction; International Seminar for Religious Education and Values; Philosophy of Education (Great Britain) Society.

He is on the editorial board of Religionspädagogik in pluraler Gesellschaft, and regularly reviews for: British Journal of Religious Education, Journal of Beliefs and Values, Journal of Contemporary Religion, Oxford Review of Education, Religion, and Teachers and Teacher Education.

Advisory & consultancy: Nigel has been external advisor on research projects across Europe. He welcomes consultancy work with schools, educational organisations and governments, and has carried out projects around the world, notably in Bhutan, India and Lebanon.

Steve is Associate Professor of Teacher Education. He is subject lead for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln. He leads the interdisciplinary Education and Training for the Climate (ETC) Hub at Oxford.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and a DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a qualified Mountain Leader and rock climbing instructor, and Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, work that is developing through three progress reports on Geographical Education: (I) fields, interactions and relationships; (II) anti-racist, decolonial futures; (III) climate change education (forthcoming). His research has been funded by the GCRF, ESRC, AHRC, ICHR, Nuffield Foundation, Leverhulme Trust, Newton Fund, British Council, and PESGB. Recent collaborations include: Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune; the role of cultural heritage in curriculum making in Kolkata (GCRF); and the Smart Cities Network for Sustainable Urban Future project (ESRC / Newton Fund) which was shortlisted for the Newton Prize (India).

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’ which was shortlisted for the Vice-Chancellor’s teaching awards. These ideas are taken further in the context of school geography through his (2024) book: The Geography Teaching Adventure: reclaiming exploration to inspire curriculum and pedagogy.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

David Mills is an Associate Professor and Director of the Centre for Global Higher Education (CGHE).

His current research focuses on the political economy of the global science system, and its impact on institutional research and publishing cultures in African universities. His most recent book is ‘Who Counts: Ghanaian Academic Publishing and Global Science’, co-written with colleagues from the University of Ghana and Oxford, and available open access from African Minds:  https://www.africanminds.co.za/who-counts/

Trained in Anthropology, and with inter-disciplinary research interests, David uses ethnographic methods to study the inequalities created by global higher education. He is particularly interested in African university research cultures and the role of diamond Open Access scholarly journals within knowledge ecosystems.

He welcomes enquiries from potential doctoral students interested in studying African Higher Education, as well as research and publishing cultures.

Alis Oancea is Professor of Philosophy of Education and Research Policy and specialises in meta-research. She is also Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation and coordinator of the Department’s Policy, Economy and Society Research Theme.

Alis studies research practice, policy and governance, higher education and philosophy of research – including research and innovation ecosystems, responsible research and innovation, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities. Contributions to the integration and development of the field of meta-research include the collaborative production of the Handbook of Meta-Research (2024). This strand of work is complemented with a strong interest in teacher education research, knowledge and values in education, and the role of research in education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; and is Doctor Honoris Causa (Socialium Scientiarium) of the University of the West, Timisoara. She is a Fellow of the Academy of Social Sciences.

She currently leads a four-year ESRC/ CGHE research-on-research project  of international scale, co-leads the Responsible Knowledge Exchange, Engagement and Impact project, is CI on a Research Culture project focused on contributorship and authorship, and Chief Editorial Advisor of Routledge Open Research (Education). She is Research Coordinator in Kellogg College, Oxford, and Deputy Director of the ongoing ESRC CGHE Centre for Global Higher Education (2024-2029).

Past leadership roles have included Director of Research and REF 2021 coordinator in the Department (2016-20) and Deputy Director for Research before that, as well as Senior Academic Advisor on Impact, University of Oxford. She was Executive Council member and trustee of the British Educational Research Association Council member of the European Educational Research Association.

SELECTED PROFESSIONAL ACTIVITIES

University leadership:

  • Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation, University of Oxford
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Research Practice Group member, University of Oxford
  • Pro-Proctor, University of Oxford (2017-18)
  • Research Theme Coordinator,  Policy, Economy and Society (currently, also 2014-16)
  • Director of ESRC CGHE Centre for Global Higher Education (2024-2029) and member of Research Management Committee, ESRC Centre for Global Higher Education (2019-24)
  • Research Group co-lead, Philosophy, Religion and Education, Oxford
  • Research Coordinator, Kellogg College, Oxford
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)

 

Policy and funder reviews and expert groups:

 

Research(er) evaluation panels:

  • Chair, Education panel, Science and Technology Foundation, Portugal
  • Vice-chair of Education panel, Academy of Finland
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
  • Vice-chair, multiple Horizon Europe funding calls
  • Member of steering panel, research centres competition, ESRC
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • External Examiner, MSc Science and Technology Policy (Sussex)
  • Institutional reviews at University of Leuven, Belgium, University of Hong Kong
  • Recruitment panels in different universities

 

Editorship:

  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Joint Editor, Oxford Review of Education
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of BERA’s ‘Research Intelligence’ (2010-12)
  • Editorial board member: Review of Education; Educational Theory (review board), Journal of Educational Sciences

 

Learned societies:

  • Fellow of the Academy of Social Sciences, UK
  • Fellow of the Higher Education Academy, UK
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member, European Educational Research Association (2011-12)
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Convenor, Philosophy of Education Society of Great Britain, Oxford Branch
  • Member of BERA’s Academic Publications Committee
  • Member of the Research and International Forum of UCET (ongoing)

 

Susan is an Honorary Research Fellow and former Deputy Director of the department.

Susan completed a B.Ed at  Queensland University of Technology (QUT), Australia, and read for a MSc in Comparative and International Education and a DPhil in Education at the University of Oxford. Susan’s entire career has been in education in various forms: she taught in secondary schools in Australia and England before starting her academic career.

Susan’s research interests are in the following areas:

  • Technical and vocational education and training policy
  • Vocational excellence
  • Apprenticeship
  • Work based and professional learning
  • Quality and esteem in FE
  • Territory landscape
  • Skills economy

Professor Ewart Keep holds the chair in Education, Training and Skills at the Department of Education, Oxford University.

He was one of the founders and a director of the Centre on Skills, Knowledge & Organisational Performance (SKOPE). SKOPE was funded by the ESRC for the first 15 years of its life. Before coming to Oxford, he worked for 21 years in Warwick Business School, and then at the School of Social Sciences, Cardiff University. He has been at Oxford since 2013.

His first degree was in Modern History, Economic History and Politics (Royal Holloway College, University of London) and his PhD is in Industrial relations (University of Warwick). He has researched and written on apprenticeships, personnel management in schools and HE, HE policy more generally, the relationship between skills and economic performance, managerial attitudes towards investing in skills, qualifications reform, the youth labour market, adult and lifelong learning, and skills policy formation and enactment across the four UK nations. He is currently managing an ESRC-funded project on NEETs (those not in education, employment or training) in the UK, as part of a wider European project on NEETs.

He has served on major committees of the Scottish Funding Council, Higher Education Funding Council for England, and the Higher Education Funding Council for Wales, as well as advising HM Treasury, DBIS, DfE, the No.10 Policy Unit, the Cabinet Office, the UK Commission on Employment and Skills, the Scottish, Welsh, New South Wales, Queensland and New Zealand governments, the NAO, the OECD, and various professional bodies and think tanks (including Demos and IPPR). He also acted as an advisor to a Government Office for Science (Foresight) project on adult learning and the changing labour market, and was a member of the Greater London Authority’s task and finish group on the skills strategy for London. He is currently a member of the Scottish Government’s Labour Market Strategy Group.

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford where she leads a flagship master’s course in Comparative and International Education. She convenes the Comparative and International Education Research Group at the Department of Education.

Within comparative and international education, Maia Chankseliani works at the intersection of tertiary education and development. She researches societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies.

Methodologically, she utilises both qualitative and quantitative methods. Her work often combines secondary data analysis with insights gathered through semi-structured interviews and contextualised case studies.

Maia Chankseliani has published four books in the field of comparative and international education: What Happened to the Soviet University? (2022), Building Research Capacity at Universities: Insights from Post-Soviet Countries (2022), Comparing Post-Socialist Transformations: Purposes, Policies, and Practices in Education (2018), and Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice (2013).

She currently leads a major research project examining the impact of international mobility on world development (funded by the U.S. Department of State). Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, British Council, World Bank, Qatar Foundation, the European Commission.

With a background in education research, teaching, policy-making, leadership, and consultancy, Maia Chankseliani brings to her role extensive experience in diverse international settings. This breadth of experience informs her research and enables her to bridge theory and practice.

Maia Chankseliani engages with governments and gives academic and policy-relevant talks nationally and internationally. Her research regularly features in national and international media.

She holds a BA in Philology from Tbilisi State University (Georgia), an Ed. M in International Education Policy from Harvard University (USA), and a PhD in Education from the University of Cambridge (UK).

Maia Chankseliani serves as the Editor-in-Chief of the International Journal of Educational Research.

Nigel is Associate Professor of Education and Values. His research encompasses belief and values-based questions across education and research, including:

  • Religions, beliefs and secularities
  • Laws human rights and courts
  • Education and professional ethics
  • Educational research ethics

He teaches across several courses, particularly on beliefs & values, philosophies of education and research, and qualitative and mixed methodologies.

Current professional associations: Association of University Lecturers in Religion and Education; British Education Research Association; European Association of Research in Learning and Instruction; International Seminar for Religious Education and Values; Philosophy of Education (Great Britain) Society.

He is on the editorial board of Religionspädagogik in pluraler Gesellschaft, and regularly reviews for: British Journal of Religious Education, Journal of Beliefs and Values, Journal of Contemporary Religion, Oxford Review of Education, Religion, and Teachers and Teacher Education.

Advisory & consultancy: Nigel has been external advisor on research projects across Europe. He welcomes consultancy work with schools, educational organisations and governments, and has carried out projects around the world, notably in Bhutan, India and Lebanon.

Steve is Associate Professor of Teacher Education. He is subject lead for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln. He leads the interdisciplinary Education and Training for the Climate (ETC) Hub at Oxford.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and a DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a qualified Mountain Leader and rock climbing instructor, and Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, work that is developing through three progress reports on Geographical Education: (I) fields, interactions and relationships; (II) anti-racist, decolonial futures; (III) climate change education (forthcoming). His research has been funded by the GCRF, ESRC, AHRC, ICHR, Nuffield Foundation, Leverhulme Trust, Newton Fund, British Council, and PESGB. Recent collaborations include: Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune; the role of cultural heritage in curriculum making in Kolkata (GCRF); and the Smart Cities Network for Sustainable Urban Future project (ESRC / Newton Fund) which was shortlisted for the Newton Prize (India).

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’ which was shortlisted for the Vice-Chancellor’s teaching awards. These ideas are taken further in the context of school geography through his (2024) book: The Geography Teaching Adventure: reclaiming exploration to inspire curriculum and pedagogy.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

David Mills is an Associate Professor and Director of the Centre for Global Higher Education (CGHE).

His current research focuses on the political economy of the global science system, and its impact on institutional research and publishing cultures in African universities. His most recent book is ‘Who Counts: Ghanaian Academic Publishing and Global Science’, co-written with colleagues from the University of Ghana and Oxford, and available open access from African Minds:  https://www.africanminds.co.za/who-counts/

Trained in Anthropology, and with inter-disciplinary research interests, David uses ethnographic methods to study the inequalities created by global higher education. He is particularly interested in African university research cultures and the role of diamond Open Access scholarly journals within knowledge ecosystems.

He welcomes enquiries from potential doctoral students interested in studying African Higher Education, as well as research and publishing cultures.

Alis Oancea is Professor of Philosophy of Education and Research Policy and specialises in meta-research. She is also Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation and coordinator of the Department’s Policy, Economy and Society Research Theme.

Alis studies research practice, policy and governance, higher education and philosophy of research – including research and innovation ecosystems, responsible research and innovation, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities. Contributions to the integration and development of the field of meta-research include the collaborative production of the Handbook of Meta-Research (2024). This strand of work is complemented with a strong interest in teacher education research, knowledge and values in education, and the role of research in education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; and is Doctor Honoris Causa (Socialium Scientiarium) of the University of the West, Timisoara. She is a Fellow of the Academy of Social Sciences.

She currently leads a four-year ESRC/ CGHE research-on-research project  of international scale, co-leads the Responsible Knowledge Exchange, Engagement and Impact project, is CI on a Research Culture project focused on contributorship and authorship, and Chief Editorial Advisor of Routledge Open Research (Education). She is Research Coordinator in Kellogg College, Oxford, and Deputy Director of the ongoing ESRC CGHE Centre for Global Higher Education (2024-2029).

Past leadership roles have included Director of Research and REF 2021 coordinator in the Department (2016-20) and Deputy Director for Research before that, as well as Senior Academic Advisor on Impact, University of Oxford. She was Executive Council member and trustee of the British Educational Research Association Council member of the European Educational Research Association.

SELECTED PROFESSIONAL ACTIVITIES

University leadership:

  • Social Sciences Division Advocate for Responsible Engagement, Impact and Innovation, University of Oxford
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Research Practice Group member, University of Oxford
  • Pro-Proctor, University of Oxford (2017-18)
  • Research Theme Coordinator,  Policy, Economy and Society (currently, also 2014-16)
  • Director of ESRC CGHE Centre for Global Higher Education (2024-2029) and member of Research Management Committee, ESRC Centre for Global Higher Education (2019-24)
  • Research Group co-lead, Philosophy, Religion and Education, Oxford
  • Research Coordinator, Kellogg College, Oxford
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)

 

Policy and funder reviews and expert groups:

 

Research(er) evaluation panels:

  • Chair, Education panel, Science and Technology Foundation, Portugal
  • Vice-chair of Education panel, Academy of Finland
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Chair and rapporteur, evaluation of impact of Joint Research Centre, European Commission (multiple years)
  • Vice-chair, multiple Horizon Europe funding calls
  • Member of steering panel, research centres competition, ESRC
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • External Examiner, MSc Science and Technology Policy (Sussex)
  • Institutional reviews at University of Leuven, Belgium, University of Hong Kong
  • Recruitment panels in different universities

 

Editorship:

  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Joint Editor, Oxford Review of Education
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of BERA’s ‘Research Intelligence’ (2010-12)
  • Editorial board member: Review of Education; Educational Theory (review board), Journal of Educational Sciences

 

Learned societies:

  • Fellow of the Academy of Social Sciences, UK
  • Fellow of the Higher Education Academy, UK
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member, European Educational Research Association (2011-12)
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Convenor, Philosophy of Education Society of Great Britain, Oxford Branch
  • Member of BERA’s Academic Publications Committee
  • Member of the Research and International Forum of UCET (ongoing)

 

Susan is an Honorary Research Fellow and former Deputy Director of the department.

Susan completed a B.Ed at  Queensland University of Technology (QUT), Australia, and read for a MSc in Comparative and International Education and a DPhil in Education at the University of Oxford. Susan’s entire career has been in education in various forms: she taught in secondary schools in Australia and England before starting her academic career.

Susan’s research interests are in the following areas:

  • Technical and vocational education and training policy
  • Vocational excellence
  • Apprenticeship
  • Work based and professional learning
  • Quality and esteem in FE
  • Territory landscape
  • Skills economy

Professor Ewart Keep holds the chair in Education, Training and Skills at the Department of Education, Oxford University.

He was one of the founders and a director of the Centre on Skills, Knowledge & Organisational Performance (SKOPE). SKOPE was funded by the ESRC for the first 15 years of its life. Before coming to Oxford, he worked for 21 years in Warwick Business School, and then at the School of Social Sciences, Cardiff University. He has been at Oxford since 2013.

His first degree was in Modern History, Economic History and Politics (Royal Holloway College, Un