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

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

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

Selected Publications

BOOKS

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

BOOK CHAPTERS

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

JOURNAL ARTICLES

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

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

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

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

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

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Margo is a DPhil student in the Department of Education. Her research interests focus on professional and vocational education as well as social mobility and social inclusivity in the context of higher education.

Margo’s DPhil research aims to examine Master of Business Administration (MBAs) programs as a means of human capital acquisition, and potential links between generation of this type of capital and social mobility for MBA students. She wants to explore to what extent generation of human capital can lead to social movements for MBA participants, and how this may be impacted by various social inclusion and meritocratic factors.

Prior to her DPhil studies at Oxford, Margo received a first class Master’s degree (with honours) in Financial Management at the University of Warsaw, completed PGCE in Business Education at University College London, and a Master’s degree in Educational Assessment at the University of Oxford. She also spent 15 years working in investment banking where alongside her M&A work, she developed interests in professional education, on-the-job learning, and coaching.

Yushan Xie is a Doctoral student in education and a Clarendon scholar at the University of Oxford. Her research is fully funded by the Clarendon Fund and Brasenose College.

Her research focuses on the self-formation of students of rural backgrounds in universities in China, against the backdrop of higher education massification, urbanisation and digitalisation.

Prior to Oxford, Yushan worked as a social entrepreneur in rural Hunan Province and educational policy researcher which enabled her to conduct health and education intervention research in the rural west of China, including Xinjiang, Qinghai, Gansu, Sichuan, Yunnan and Guizhou Provinces. She also gained professional experience in working as a youth culture researcher in a leading Chinese consulting firm.

Yushan completed her MPhil in Education from Cambridge University where she was awarded a ‘Best Dissertation Award’ from the Faculty and the ‘Special Commendation Award’ from the British Council ELT Master’s Dissertation Competition. She holds a BA in Translation from Nankai University in China during which she was awarded the National Scholarship from the Ministry of Education.

 

Publications

Xie, Y. & Liu. Y. (2021). Who do you hand out with? How Chinese students’ social networks relate to perceived oral proficiency gains during study abroad experiences. Study Abroad Research in Second Language Acquisition and International Education, 6(1), 59-90.

Elena Tsvetkova is a doctoral student in the Department of Education conducting research in the field of Higher Education. Elena is a recipient of the Hill Foundation Scholarship, and she works under the supervision of Professor Alis Oancea and Professor Simon Marginson.

Before joining the DPhil programme, she obtained a Specialist degree in Linguistics and Methods of Teaching Foreign Languages and Cultures (Hons) from Moscow State Linguistic University and an MA in Educational Leadership (Distinction) from the University of Manchester.

Currently, Elena’s research interests lie in the realm of educational policy and practice, in particular excellence initiatives and university rankings, academic work and teaching & learning in higher education.

Publications

Tsvetkova, E., & Lomer, S. (2019). Academic excellence as “competitiveness enhancement” in Russian higher education. International Journal of Comparative Education and Development.

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

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

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

Selected Publications

BOOKS

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

BOOK CHAPTERS

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

JOURNAL ARTICLES

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

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

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

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

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

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Margo is a DPhil student in the Department of Education. Her research interests focus on professional and vocational education as well as social mobility and social inclusivity in the context of higher education.

Margo’s DPhil research aims to examine Master of Business Administration (MBAs) programs as a means of human capital acquisition, and potential links between generation of this type of capital and social mobility for MBA students. She wants to explore to what extent generation of human capital can lead to social movements for MBA participants, and how this may be impacted by various social inclusion and meritocratic factors.

Prior to her DPhil studies at Oxford, Margo received a first class Master’s degree (with honours) in Financial Management at the University of Warsaw, completed PGCE in Business Education at University College London, and a Master’s degree in Educational Assessment at the University of Oxford. She also spent 15 years working in investment banking where alongside her M&A work, she developed interests in professional education, on-the-job learning, and coaching.

Yushan Xie is a Doctoral student in education and a Clarendon scholar at the University of Oxford. Her research is fully funded by the Clarendon Fund and Brasenose College.

Her research focuses on the self-formation of students of rural backgrounds in universities in China, against the backdrop of higher education massification, urbanisation and digitalisation.

Prior to Oxford, Yushan worked as a social entrepreneur in rural Hunan Province and educational policy researcher which enabled her to conduct health and education intervention research in the rural west of China, including Xinjiang, Qinghai, Gansu, Sichuan, Yunnan and Guizhou Provinces. She also gained professional experience in working as a youth culture researcher in a leading Chinese consulting firm.

Yushan completed her MPhil in Education from Cambridge University where she was awarded a ‘Best Dissertation Award’ from the Faculty and the ‘Special Commendation Award’ from the British Council ELT Master’s Dissertation Competition. She holds a BA in Translation from Nankai University in China during which she was awarded the National Scholarship from the Ministry of Education.

 

Publications

Xie, Y. & Liu. Y. (2021). Who do you hand out with? How Chinese students’ social networks relate to perceived oral proficiency gains during study abroad experiences. Study Abroad Research in Second Language Acquisition and International Education, 6(1), 59-90.

Elena Tsvetkova is a doctoral student in the Department of Education conducting research in the field of Higher Education. Elena is a recipient of the Hill Foundation Scholarship, and she works under the supervision of Professor Alis Oancea and Professor Simon Marginson.

Before joining the DPhil programme, she obtained a Specialist degree in Linguistics and Methods of Teaching Foreign Languages and Cultures (Hons) from Moscow State Linguistic University and an MA in Educational Leadership (Distinction) from the University of Manchester.

Currently, Elena’s research interests lie in the realm of educational policy and practice, in particular excellence initiatives and university rankings, academic work and teaching & learning in higher education.

Publications

Tsvetkova, E., & Lomer, S. (2019). Academic excellence as “competitiveness enhancement” in Russian higher education. International Journal of Comparative Education and Development.

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

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

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

Selected Publications

BOOKS

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

BOOK CHAPTERS

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

JOURNAL ARTICLES

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

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

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

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

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

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Margo is a DPhil student in the Department of Education. Her research interests focus on professional and vocational education as well as social mobility and social inclusivity in the context of higher education.

Margo’s DPhil research aims to examine Master of Business Administration (MBAs) programs as a means of human capital acquisition, and potential links between generation of this type of capital and social mobility for MBA students. She wants to explore to what extent generation of human capital can lead to social movements for MBA participants, and how this may be impacted by various social inclusion and meritocratic factors.

Prior to her DPhil studies at Oxford, Margo received a first class Master’s degree (with honours) in Financial Management at the University of Warsaw, completed PGCE in Business Education at University College London, and a Master’s degree in Educational Assessment at the University of Oxford. She also spent 15 years working in investment banking where alongside her M&A work, she developed interests in professional education, on-the-job learning, and coaching.

Yushan Xie is a Doctoral student in education and a Clarendon scholar at the University of Oxford. Her research is fully funded by the Clarendon Fund and Brasenose College.

Her research focuses on the self-formation of students of rural backgrounds in universities in China, against the backdrop of higher education massification, urbanisation and digitalisation.

Prior to Oxford, Yushan worked as a social entrepreneur in rural Hunan Province and educational policy researcher which enabled her to conduct health and education intervention research in the rural west of China, including Xinjiang, Qinghai, Gansu, Sichuan, Yunnan and Guizhou Provinces. She also gained professional experience in working as a youth culture researcher in a leading Chinese consulting firm.

Yushan completed her MPhil in Education from Cambridge University where she was awarded a ‘Best Dissertation Award’ from the Faculty and the ‘Special Commendation Award’ from the British Council ELT Master’s Dissertation Competition. She holds a BA in Translation from Nankai University in China during which she was awarded the National Scholarship from the Ministry of Education.

 

Publications

Xie, Y. & Liu. Y. (2021). Who do you hand out with? How Chinese students’ social networks relate to perceived oral proficiency gains during study abroad experiences. Study Abroad Research in Second Language Acquisition and International Education, 6(1), 59-90.

Elena Tsvetkova is a doctoral student in the Department of Education conducting research in the field of Higher Education. Elena is a recipient of the Hill Foundation Scholarship, and she works under the supervision of Professor Alis Oancea and Professor Simon Marginson.

Before joining the DPhil programme, she obtained a Specialist degree in Linguistics and Methods of Teaching Foreign Languages and Cultures (Hons) from Moscow State Linguistic University and an MA in Educational Leadership (Distinction) from the University of Manchester.

Currently, Elena’s research interests lie in the realm of educational policy and practice, in particular excellence initiatives and university rankings, academic work and teaching & learning in higher education.

Publications

Tsvetkova, E., & Lomer, S. (2019). Academic excellence as “competitiveness enhancement” in Russian higher education. International Journal of Comparative Education and Development.

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

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

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

Selected Publications

BOOKS

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

BOOK CHAPTERS

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

JOURNAL ARTICLES

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

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

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

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

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

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Margo is a DPhil student in the Department of Education. Her research interests focus on professional and vocational education as well as social mobility and social inclusivity in the context of higher education.

Margo’s DPhil research aims to examine Master of Business Administration (MBAs) programs as a means of human capital acquisition, and potential links between generation of this type of capital and social mobility for MBA students. She wants to explore to what extent generation of human capital can lead to social movements for MBA participants, and how this may be impacted by various social inclusion and meritocratic factors.

Prior to her DPhil studies at Oxford, Margo received a first class Master’s degree (with honours) in Financial Management at the University of Warsaw, completed PGCE in Business Education at University College London, and a Master’s degree in Educational Assessment at the University of Oxford. She also spent 15 years working in investment banking where alongside her M&A work, she developed interests in professional education, on-the-job learning, and coaching.

Yushan Xie is a Doctoral student in education and a Clarendon scholar at the University of Oxford. Her research is fully funded by the Clarendon Fund and Brasenose College.

Her research focuses on the self-formation of students of rural backgrounds in universities in China, against the backdrop of higher education massification, urbanisation and digitalisation.

Prior to Oxford, Yushan worked as a social entrepreneur in rural Hunan Province and educational policy researcher which enabled her to conduct health and education intervention research in the rural west of China, including Xinjiang, Qinghai, Gansu, Sichuan, Yunnan and Guizhou Provinces. She also gained professional experience in working as a youth culture researcher in a leading Chinese consulting firm.

Yushan completed her MPhil in Education from Cambridge University where she was awarded a ‘Best Dissertation Award’ from the Faculty and the ‘Special Commendation Award’ from the British Council ELT Master’s Dissertation Competition. She holds a BA in Translation from Nankai University in China during which she was awarded the National Scholarship from the Ministry of Education.

 

Publications

Xie, Y. & Liu. Y. (2021). Who do you hand out with? How Chinese students’ social networks relate to perceived oral proficiency gains during study abroad experiences. Study Abroad Research in Second Language Acquisition and International Education, 6(1), 59-90.

Elena Tsvetkova is a doctoral student in the Department of Education conducting research in the field of Higher Education. Elena is a recipient of the Hill Foundation Scholarship, and she works under the supervision of Professor Alis Oancea and Professor Simon Marginson.

Before joining the DPhil programme, she obtained a Specialist degree in Linguistics and Methods of Teaching Foreign Languages and Cultures (Hons) from Moscow State Linguistic University and an MA in Educational Leadership (Distinction) from the University of Manchester.

Currently, Elena’s research interests lie in the realm of educational policy and practice, in particular excellence initiatives and university rankings, academic work and teaching & learning in higher education.

Publications

Tsvetkova, E., & Lomer, S. (2019). Academic excellence as “competitiveness enhancement” in Russian higher education. International Journal of Comparative Education and Development.

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

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

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

Selected Publications

BOOKS

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

BOOK CHAPTERS

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

JOURNAL ARTICLES

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

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

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

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

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

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Margo is a DPhil student in the Department of Education. Her research interests focus on professional and vocational education as well as social mobility and social inclusivity in the context of higher education.

Margo’s DPhil research aims to examine Master of Business Administration (MBAs) programs as a means of human capital acquisition, and potential links between generation of this type of capital and social mobility for MBA students. She wants to explore to what extent generation of human capital can lead to social movements for MBA participants, and how this may be impacted by various social inclusion and meritocratic factors.

Prior to her DPhil studies at Oxford, Margo received a first class Master’s degree (with honours) in Financial Management at the University of Warsaw, completed PGCE in Business Education at University College London, and a Master’s degree in Educational Assessment at the University of Oxford. She also spent 15 years working in investment banking where alongside her M&A work, she developed interests in professional education, on-the-job learning, and coaching.

Yushan Xie is a Doctoral student in education and a Clarendon scholar at the University of Oxford. Her research is fully funded by the Clarendon Fund and Brasenose College.

Her research focuses on the self-formation of students of rural backgrounds in universities in China, against the backdrop of higher education massification, urbanisation and digitalisation.

Prior to Oxford, Yushan worked as a social entrepreneur in rural Hunan Province and educational policy researcher which enabled her to conduct health and education intervention research in the rural west of China, including Xinjiang, Qinghai, Gansu, Sichuan, Yunnan and Guizhou Provinces. She also gained professional experience in working as a youth culture researcher in a leading Chinese consulting firm.

Yushan completed her MPhil in Education from Cambridge University where she was awarded a ‘Best Dissertation Award’ from the Faculty and the ‘Special Commendation Award’ from the British Council ELT Master’s Dissertation Competition. She holds a BA in Translation from Nankai University in China during which she was awarded the National Scholarship from the Ministry of Education.

 

Publications

Xie, Y. & Liu. Y. (2021). Who do you hand out with? How Chinese students’ social networks relate to perceived oral proficiency gains during study abroad experiences. Study Abroad Research in Second Language Acquisition and International Education, 6(1), 59-90.

Elena Tsvetkova is a doctoral student in the Department of Education conducting research in the field of Higher Education. Elena is a recipient of the Hill Foundation Scholarship, and she works under the supervision of Professor Alis Oancea and Professor Simon Marginson.

Before joining the DPhil programme, she obtained a Specialist degree in Linguistics and Methods of Teaching Foreign Languages and Cultures (Hons) from Moscow State Linguistic University and an MA in Educational Leadership (Distinction) from the University of Manchester.

Currently, Elena’s research interests lie in the realm of educational policy and practice, in particular excellence initiatives and university rankings, academic work and teaching & learning in higher education.

Publications

Tsvetkova, E., & Lomer, S. (2019). Academic excellence as “competitiveness enhancement” in Russian higher education. International Journal of Comparative Education and Development.

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

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

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

Selected Publications

BOOKS

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

BOOK CHAPTERS

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

JOURNAL ARTICLES

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

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

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

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

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

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Margo is a DPhil student in the Department of Education. Her research interests focus on professional and vocational education as well as social mobility and social inclusivity in the context of higher education.

Margo’s DPhil research aims to examine Master of Business Administration (MBAs) programs as a means of human capital acquisition, and potential links between generation of this type of capital and social mobility for MBA students. She wants to explore to what extent generation of human capital can lead to social movements for MBA participants, and how this may be impacted by various social inclusion and meritocratic factors.

Prior to her DPhil studies at Oxford, Margo received a first class Master’s degree (with honours) in Financial Management at the University of Warsaw, completed PGCE in Business Education at University College London, and a Master’s degree in Educational Assessment at the University of Oxford. She also spent 15 years working in investment banking where alongside her M&A work, she developed interests in professional education, on-the-job learning, and coaching.

Yushan Xie is a Doctoral student in education and a Clarendon scholar at the University of Oxford. Her research is fully funded by the Clarendon Fund and Brasenose College.

Her research focuses on the self-formation of students of rural backgrounds in universities in China, against the backdrop of higher education massification, urbanisation and digitalisation.

Prior to Oxford, Yushan worked as a social entrepreneur in rural Hunan Province and educational policy researcher which enabled her to conduct health and education intervention research in the rural west of China, including Xinjiang, Qinghai, Gansu, Sichuan, Yunnan and Guizhou Provinces. She also gained professional experience in working as a youth culture researcher in a leading Chinese consulting firm.

Yushan completed her MPhil in Education from Cambridge University where she was awarded a ‘Best Dissertation Award’ from the Faculty and the ‘Special Commendation Award’ from the British Council ELT Master’s Dissertation Competition. She holds a BA in Translation from Nankai University in China during which she was awarded the National Scholarship from the Ministry of Education.

 

Publications

Xie, Y. & Liu. Y. (2021). Who do you hand out with? How Chinese students’ social networks relate to perceived oral proficiency gains during study abroad experiences. Study Abroad Research in Second Language Acquisition and International Education, 6(1), 59-90.

Elena Tsvetkova is a doctoral student in the Department of Education conducting research in the field of Higher Education. Elena is a recipient of the Hill Foundation Scholarship, and she works under the supervision of Professor Alis Oancea and Professor Simon Marginson.

Before joining the DPhil programme, she obtained a Specialist degree in Linguistics and Methods of Teaching Foreign Languages and Cultures (Hons) from Moscow State Linguistic University and an MA in Educational Leadership (Distinction) from the University of Manchester.

Currently, Elena’s research interests lie in the realm of educational policy and practice, in particular excellence initiatives and university rankings, academic work and teaching & learning in higher education.

Publications

Tsvetkova, E., & Lomer, S. (2019). Academic excellence as “competitiveness enhancement” in Russian higher education. International Journal of Comparative Education and Development.

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

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

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

Selected Publications

BOOKS

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

BOOK CHAPTERS

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

JOURNAL ARTICLES

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

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

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

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

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

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Margo is a DPhil student in the Department of Education. Her research interests focus on professional and vocational education as well as social mobility and social inclusivity in the context of higher education.

Margo’s DPhil research aims to examine Master of Business Administration (MBAs) programs as a means of human capital acquisition, and potential links between generation of this type of capital and social mobility for MBA students. She wants to explore to what extent generation of human capital can lead to social movements for MBA participants, and how this may be impacted by various social inclusion and meritocratic factors.

Prior to her DPhil studies at Oxford, Margo received a first class Master’s degree (with honours) in Financial Management at the University of Warsaw, completed PGCE in Business Education at University College London, and a Master’s degree in Educational Assessment at the University of Oxford. She also spent 15 years working in investment banking where alongside her M&A work, she developed interests in professional education, on-the-job learning, and coaching.

Yushan Xie is a Doctoral student in education and a Clarendon scholar at the University of Oxford. Her research is fully funded by the Clarendon Fund and Brasenose College.

Her research focuses on the self-formation of students of rural backgrounds in universities in China, against the backdrop of higher education massification, urbanisation and digitalisation.

Prior to Oxford, Yushan worked as a social entrepreneur in rural Hunan Province and educational policy researcher which enabled her to conduct health and education intervention research in the rural west of China, including Xinjiang, Qinghai, Gansu, Sichuan, Yunnan and Guizhou Provinces. She also gained professional experience in working as a youth culture researcher in a leading Chinese consulting firm.

Yushan completed her MPhil in Education from Cambridge University where she was awarded a ‘Best Dissertation Award’ from the Faculty and the ‘Special Commendation Award’ from the British Council ELT Master’s Dissertation Competition. She holds a BA in Translation from Nankai University in China during which she was awarded the National Scholarship from the Ministry of Education.

 

Publications

Xie, Y. & Liu. Y. (2021). Who do you hand out with? How Chinese students’ social networks relate to perceived oral proficiency gains during study abroad experiences. Study Abroad Research in Second Language Acquisition and International Education, 6(1), 59-90.

Elena Tsvetkova is a doctoral student in the Department of Education conducting research in the field of Higher Education. Elena is a recipient of the Hill Foundation Scholarship, and she works under the supervision of Professor Alis Oancea and Professor Simon Marginson.

Before joining the DPhil programme, she obtained a Specialist degree in Linguistics and Methods of Teaching Foreign Languages and Cultures (Hons) from Moscow State Linguistic University and an MA in Educational Leadership (Distinction) from the University of Manchester.

Currently, Elena’s research interests lie in the realm of educational policy and practice, in particular excellence initiatives and university rankings, academic work and teaching & learning in higher education.

Publications

Tsvetkova, E., & Lomer, S. (2019). Academic excellence as “competitiveness enhancement” in Russian higher education. International Journal of Comparative Education and Development.

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

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

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

Selected Publications

BOOKS

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

BOOK CHAPTERS

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

JOURNAL ARTICLES

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

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

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

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

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

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Margo is a DPhil student in the Department of Education. Her research interests focus on professional and vocational education as well as social mobility and social inclusivity in the context of higher education.

Margo’s DPhil research aims to examine Master of Business Administration (MBAs) programs as a means of human capital acquisition, and potential links between generation of this type of capital and social mobility for MBA students. She wants to explore to what extent generation of human capital can lead to social movements for MBA participants, and how this may be impacted by various social inclusion and meritocratic factors.

Prior to her DPhil studies at Oxford, Margo received a first class Master’s degree (with honours) in Financial Management at the University of Warsaw, completed PGCE in Business Education at University College London, and a Master’s degree in Educational Assessment at the University of Oxford. She also spent 15 years working in investment banking where alongside her M&A work, she developed interests in professional education, on-the-job learning, and coaching.

Yushan Xie is a Doctoral student in education and a Clarendon scholar at the University of Oxford. Her research is fully funded by the Clarendon Fund and Brasenose College.

Her research focuses on the self-formation of students of rural backgrounds in universities in China, against the backdrop of higher education massification, urbanisation and digitalisation.

Prior to Oxford, Yushan worked as a social entrepreneur in rural Hunan Province and educational policy researcher which enabled her to conduct health and education intervention research in the rural west of China, including Xinjiang, Qinghai, Gansu, Sichuan, Yunnan and Guizhou Provinces. She also gained professional experience in working as a youth culture researcher in a leading Chinese consulting firm.

Yushan completed her MPhil in Education from Cambridge University where she was awarded a ‘Best Dissertation Award’ from the Faculty and the ‘Special Commendation Award’ from the British Council ELT Master’s Dissertation Competition. She holds a BA in Translation from Nankai University in China during which she was awarded the National Scholarship from the Ministry of Education.

 

Publications

Xie, Y. & Liu. Y. (2021). Who do you hand out with? How Chinese students’ social networks relate to perceived oral proficiency gains during study abroad experiences. Study Abroad Research in Second Language Acquisition and International Education, 6(1), 59-90.

Elena Tsvetkova is a doctoral student in the Department of Education conducting research in the field of Higher Education. Elena is a recipient of the Hill Foundation Scholarship, and she works under the supervision of Professor Alis Oancea and Professor Simon Marginson.

Before joining the DPhil programme, she obtained a Specialist degree in Linguistics and Methods of Teaching Foreign Languages and Cultures (Hons) from Moscow State Linguistic University and an MA in Educational Leadership (Distinction) from the University of Manchester.

Currently, Elena’s research interests lie in the realm of educational policy and practice, in particular excellence initiatives and university rankings, academic work and teaching & learning in higher education.

Publications

Tsvetkova, E., & Lomer, S. (2019). Academic excellence as “competitiveness enhancement” in Russian higher education. International Journal of Comparative Education and Development.

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

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

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

Selected Publications

BOOKS

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

BOOK CHAPTERS

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

JOURNAL ARTICLES

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

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

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

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

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

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Margo is a DPhil student in the Department of Education. Her research interests focus on professional and vocational education as well as social mobility and social inclusivity in the context of higher education.

Margo’s DPhil research aims to examine Master of Business Administration (MBAs) programs as a means of human capital acquisition, and potential links between generation of this type of capital and social mobility for MBA students. She wants to explore to what extent generation of human capital can lead to social movements for MBA participants, and how this may be impacted by various social inclusion and meritocratic factors.

Prior to her DPhil studies at Oxford, Margo received a first class Master’s degree (with honours) in Financial Management at the University of Warsaw, completed PGCE in Business Education at University College London, and a Master’s degree in Educational Assessment at the University of Oxford. She also spent 15 years working in investment banking where alongside her M&A work, she developed interests in professional education, on-the-job learning, and coaching.

Yushan Xie is a Doctoral student in education and a Clarendon scholar at the University of Oxford. Her research is fully funded by the Clarendon Fund and Brasenose College.

Her research focuses on the self-formation of students of rural backgrounds in universities in China, against the backdrop of higher education massification, urbanisation and digitalisation.

Prior to Oxford, Yushan worked as a social entrepreneur in rural Hunan Province and educational policy researcher which enabled her to conduct health and education intervention research in the rural west of China, including Xinjiang, Qinghai, Gansu, Sichuan, Yunnan and Guizhou Provinces. She also gained professional experience in working as a youth culture researcher in a leading Chinese consulting firm.

Yushan completed her MPhil in Education from Cambridge University where she was awarded a ‘Best Dissertation Award’ from the Faculty and the ‘Special Commendation Award’ from the British Council ELT Master’s Dissertation Competition. She holds a BA in Translation from Nankai University in China during which she was awarded the National Scholarship from the Ministry of Education.

 

Publications

Xie, Y. & Liu. Y. (2021). Who do you hand out with? How Chinese students’ social networks relate to perceived oral proficiency gains during study abroad experiences. Study Abroad Research in Second Language Acquisition and International Education, 6(1), 59-90.

Elena Tsvetkova is a doctoral student in the Department of Education conducting research in the field of Higher Education. Elena is a recipient of the Hill Foundation Scholarship, and she works under the supervision of Professor Alis Oancea and Professor Simon Marginson.

Before joining the DPhil programme, she obtained a Specialist degree in Linguistics and Methods of Teaching Foreign Languages and Cultures (Hons) from Moscow State Linguistic University and an MA in Educational Leadership (Distinction) from the University of Manchester.

Currently, Elena’s research interests lie in the realm of educational policy and practice, in particular excellence initiatives and university rankings, academic work and teaching & learning in higher education.

Publications

Tsvetkova, E., & Lomer, S. (2019). Academic excellence as “competitiveness enhancement” in Russian higher education. International Journal of Comparative Education and Development.

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

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

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

Selected Publications

BOOKS

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

BOOK CHAPTERS

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

JOURNAL ARTICLES

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

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

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

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

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

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Margo is a DPhil student in the Department of Education. Her research interests focus on professional and vocational education as well as social mobility and social inclusivity in the context of higher education.

Margo’s DPhil research aims to examine Master of Business Administration (MBAs) programs as a means of human capital acquisition, and potential links between generation of this type of capital and social mobility for MBA students. She wants to explore to what extent generation of human capital can lead to social movements for MBA participants, and how this may be impacted by various social inclusion and meritocratic factors.

Prior to her DPhil studies at Oxford, Margo received a first class Master’s degree (with honours) in Financial Management at the University of Warsaw, completed PGCE in Business Education at University College London, and a Master’s degree in Educational Assessment at the University of Oxford. She also spent 15 years working in investment banking where alongside her M&A work, she developed interests in professional education, on-the-job learning, and coaching.

Yushan Xie is a Doctoral student in education and a Clarendon scholar at the University of Oxford. Her research is fully funded by the Clarendon Fund and Brasenose College.

Her research focuses on the self-formation of students of rural backgrounds in universities in China, against the backdrop of higher education massification, urbanisation and digitalisation.

Prior to Oxford, Yushan worked as a social entrepreneur in rural Hunan Province and educational policy researcher which enabled her to conduct health and education intervention research in the rural west of China, including Xinjiang, Qinghai, Gansu, Sichuan, Yunnan and Guizhou Provinces. She also gained professional experience in working as a youth culture researcher in a leading Chinese consulting firm.

Yushan completed her MPhil in Education from Cambridge University where she was awarded a ‘Best Dissertation Award’ from the Faculty and the ‘Special Commendation Award’ from the British Council ELT Master’s Dissertation Competition. She holds a BA in Translation from Nankai University in China during which she was awarded the National Scholarship from the Ministry of Education.

 

Publications

Xie, Y. & Liu. Y. (2021). Who do you hand out with? How Chinese students’ social networks relate to perceived oral proficiency gains during study abroad experiences. Study Abroad Research in Second Language Acquisition and International Education, 6(1), 59-90.

Elena Tsvetkova is a doctoral student in the Department of Education conducting research in the field of Higher Education. Elena is a recipient of the Hill Foundation Scholarship, and she works under the supervision of Professor Alis Oancea and Professor Simon Marginson.

Before joining the DPhil programme, she obtained a Specialist degree in Linguistics and Methods of Teaching Foreign Languages and Cultures (Hons) from Moscow State Linguistic University and an MA in Educational Leadership (Distinction) from the University of Manchester.

Currently, Elena’s research interests lie in the realm of educational policy and practice, in particular excellence initiatives and university rankings, academic work and teaching & learning in higher education.

Publications

Tsvetkova, E., & Lomer, S. (2019). Academic excellence as “competitiveness enhancement” in Russian higher education. International Journal of Comparative Education and Development.

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

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

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

Selected Publications

BOOKS

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

BOOK CHAPTERS

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

JOURNAL ARTICLES

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

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

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

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

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

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Margo is a DPhil student in the Department of Education. Her research interests focus on professional and vocational education as well as social mobility and social inclusivity in the context of higher education.

Margo’s DPhil research aims to examine Master of Business Administration (MBAs) programs as a means of human capital acquisition, and potential links between generation of this type of capital and social mobility for MBA students. She wants to explore to what extent generation of human capital can lead to social movements for MBA participants, and how this may be impacted by various social inclusion and meritocratic factors.

Prior to her DPhil studies at Oxford, Margo received a first class Master’s degree (with honours) in Financial Management at the University of Warsaw, completed PGCE in Business Education at University College London, and a Master’s degree in Educational Assessment at the University of Oxford. She also spent 15 years working in investment banking where alongside her M&A work, she developed interests in professional education, on-the-job learning, and coaching.

Yushan Xie is a Doctoral student in education and a Clarendon scholar at the University of Oxford. Her research is fully funded by the Clarendon Fund and Brasenose College.

Her research focuses on the self-formation of students of rural backgrounds in universities in China, against the backdrop of higher education massification, urbanisation and digitalisation.

Prior to Oxford, Yushan worked as a social entrepreneur in rural Hunan Province and educational policy researcher which enabled her to conduct health and education intervention research in the rural west of China, including Xinjiang, Qinghai, Gansu, Sichuan, Yunnan and Guizhou Provinces. She also gained professional experience in working as a youth culture researcher in a leading Chinese consulting firm.

Yushan completed her MPhil in Education from Cambridge University where she was awarded a ‘Best Dissertation Award’ from the Faculty and the ‘Special Commendation Award’ from the British Council ELT Master’s Dissertation Competition. She holds a BA in Translation from Nankai University in China during which she was awarded the National Scholarship from the Ministry of Education.

 

Publications

Xie, Y. & Liu. Y. (2021). Who do you hand out with? How Chinese students’ social networks relate to perceived oral proficiency gains during study abroad experiences. Study Abroad Research in Second Language Acquisition and International Education, 6(1), 59-90.

Elena Tsvetkova is a doctoral student in the Department of Education conducting research in the field of Higher Education. Elena is a recipient of the Hill Foundation Scholarship, and she works under the supervision of Professor Alis Oancea and Professor Simon Marginson.

Before joining the DPhil programme, she obtained a Specialist degree in Linguistics and Methods of Teaching Foreign Languages and Cultures (Hons) from Moscow State Linguistic University and an MA in Educational Leadership (Distinction) from the University of Manchester.

Currently, Elena’s research interests lie in the realm of educational policy and practice, in particular excellence initiatives and university rankings, academic work and teaching & learning in higher education.

Publications

Tsvetkova, E., & Lomer, S. (2019). Academic excellence as “competitiveness enhancement” in Russian higher education. International Journal of Comparative Education and Development.

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

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

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

Selected Publications

BOOKS

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

BOOK CHAPTERS

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

JOURNAL ARTICLES

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

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

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

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

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

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Margo is a DPhil student in the Department of Education. Her research interests focus on professional and vocational education as well as social mobility and social inclusivity in the context of higher education.

Margo’s DPhil research aims to examine Master of Business Administration (MBAs) programs as a means of human capital acquisition, and potential links between generation of this type of capital and social mobility for MBA students. She wants to explore to what extent generation of human capital can lead to social movements for MBA participants, and how this may be impacted by various social inclusion and meritocratic factors.

Prior to her DPhil studies at Oxford, Margo received a first class Master’s degree (with honours) in Financial Management at the University of Warsaw, completed PGCE in Business Education at University College London, and a Master’s degree in Educational Assessment at the University of Oxford. She also spent 15 years working in investment banking where alongside her M&A work, she developed interests in professional education, on-the-job learning, and coaching.

Yushan Xie is a Doctoral student in education and a Clarendon scholar at the University of Oxford. Her research is fully funded by the Clarendon Fund and Brasenose College.

Her research focuses on the self-formation of students of rural backgrounds in universities in China, against the backdrop of higher education massification, urbanisation and digitalisation.

Prior to Oxford, Yushan worked as a social entrepreneur in rural Hunan Province and educational policy researcher which enabled her to conduct health and education intervention research in the rural west of China, including Xinjiang, Qinghai, Gansu, Sichuan, Yunnan and Guizhou Provinces. She also gained professional experience in working as a youth culture researcher in a leading Chinese consulting firm.

Yushan completed her MPhil in Education from Cambridge University where she was awarded a ‘Best Dissertation Award’ from the Faculty and the ‘Special Commendation Award’ from the British Council ELT Master’s Dissertation Competition. She holds a BA in Translation from Nankai University in China during which she was awarded the National Scholarship from the Ministry of Education.

 

Publications

Xie, Y. & Liu. Y. (2021). Who do you hand out with? How Chinese students’ social networks relate to perceived oral proficiency gains during study abroad experiences. Study Abroad Research in Second Language Acquisition and International Education, 6(1), 59-90.

Elena Tsvetkova is a doctoral student in the Department of Education conducting research in the field of Higher Education. Elena is a recipient of the Hill Foundation Scholarship, and she works under the supervision of Professor Alis Oancea and Professor Simon Marginson.

Before joining the DPhil programme, she obtained a Specialist degree in Linguistics and Methods of Teaching Foreign Languages and Cultures (Hons) from Moscow State Linguistic University and an MA in Educational Leadership (Distinction) from the University of Manchester.

Currently, Elena’s research interests lie in the realm of educational policy and practice, in particular excellence initiatives and university rankings, academic work and teaching & learning in higher education.

Publications

Tsvetkova, E., & Lomer, S. (2019). Academic excellence as “competitiveness enhancement” in Russian higher education. International Journal of Comparative Education and Development.

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

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

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

Selected Publications

BOOKS

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

BOOK CHAPTERS

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

JOURNAL ARTICLES

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

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

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

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

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

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Margo is a DPhil student in the Department of Education. Her research interests focus on professional and vocational education as well as social mobility and social inclusivity in the context of higher education.

Margo’s DPhil research aims to examine Master of Business Administration (MBAs) programs as a means of human capital acquisition, and potential links between generation of this type of capital and social mobility for MBA students. She wants to explore to what extent generation of human capital can lead to social movements for MBA participants, and how this may be impacted by various social inclusion and meritocratic factors.

Prior to her DPhil studies at Oxford, Margo received a first class Master’s degree (with honours) in Financial Management at the University of Warsaw, completed PGCE in Business Education at University College London, and a Master’s degree in Educational Assessment at the University of Oxford. She also spent 15 years working in investment banking where alongside her M&A work, she developed interests in professional education, on-the-job learning, and coaching.

Yushan Xie is a Doctoral student in education and a Clarendon scholar at the University of Oxford. Her research is fully funded by the Clarendon Fund and Brasenose College.

Her research focuses on the self-formation of students of rural backgrounds in universities in China, against the backdrop of higher education massification, urbanisation and digitalisation.

Prior to Oxford, Yushan worked as a social entrepreneur in rural Hunan Province and educational policy researcher which enabled her to conduct health and education intervention research in the rural west of China, including Xinjiang, Qinghai, Gansu, Sichuan, Yunnan and Guizhou Provinces. She also gained professional experience in working as a youth culture researcher in a leading Chinese consulting firm.

Yushan completed her MPhil in Education from Cambridge University where she was awarded a ‘Best Dissertation Award’ from the Faculty and the ‘Special Commendation Award’ from the British Council ELT Master’s Dissertation Competition. She holds a BA in Translation from Nankai University in China during which she was awarded the National Scholarship from the Ministry of Education.

 

Publications

Xie, Y. & Liu. Y. (2021). Who do you hand out with? How Chinese students’ social networks relate to perceived oral proficiency gains during study abroad experiences. Study Abroad Research in Second Language Acquisition and International Education, 6(1), 59-90.

Elena Tsvetkova is a doctoral student in the Department of Education conducting research in the field of Higher Education. Elena is a recipient of the Hill Foundation Scholarship, and she works under the supervision of Professor Alis Oancea and Professor Simon Marginson.

Before joining the DPhil programme, she obtained a Specialist degree in Linguistics and Methods of Teaching Foreign Languages and Cultures (Hons) from Moscow State Linguistic University and an MA in Educational Leadership (Distinction) from the University of Manchester.

Currently, Elena’s research interests lie in the realm of educational policy and practice, in particular excellence initiatives and university rankings, academic work and teaching & learning in higher education.

Publications

Tsvetkova, E., & Lomer, S. (2019). Academic excellence as “competitiveness enhancement” in Russian higher education. International Journal of Comparative Education and Development.

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

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

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

Selected Publications

BOOKS

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

BOOK CHAPTERS

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

JOURNAL ARTICLES

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

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

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

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

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

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Margo is a DPhil student in the Department of Education. Her research interests focus on professional and vocational education as well as social mobility and social inclusivity in the context of higher education.

Margo’s DPhil research aims to examine Master of Business Administration (MBAs) programs as a means of human capital acquisition, and potential links between generation of this type of capital and social mobility for MBA students. She wants to explore to what extent generation of human capital can lead to social movements for MBA participants, and how this may be impacted by various social inclusion and meritocratic factors.

Prior to her DPhil studies at Oxford, Margo received a first class Master’s degree (with honours) in Financial Management at the University of Warsaw, completed PGCE in Business Education at University College London, and a Master’s degree in Educational Assessment at the University of Oxford. She also spent 15 years working in investment banking where alongside her M&A work, she developed interests in professional education, on-the-job learning, and coaching.

Yushan Xie is a Doctoral student in education and a Clarendon scholar at the University of Oxford. Her research is fully funded by the Clarendon Fund and Brasenose College.

Her research focuses on the self-formation of students of rural backgrounds in universities in China, against the backdrop of higher education massification, urbanisation and digitalisation.

Prior to Oxford, Yushan worked as a social entrepreneur in rural Hunan Province and educational policy researcher which enabled her to conduct health and education intervention research in the rural west of China, including Xinjiang, Qinghai, Gansu, Sichuan, Yunnan and Guizhou Provinces. She also gained professional experience in working as a youth culture researcher in a leading Chinese consulting firm.

Yushan completed her MPhil in Education from Cambridge University where she was awarded a ‘Best Dissertation Award’ from the Faculty and the ‘Special Commendation Award’ from the British Council ELT Master’s Dissertation Competition. She holds a BA in Translation from Nankai University in China during which she was awarded the National Scholarship from the Ministry of Education.

 

Publications

Xie, Y. & Liu. Y. (2021). Who do you hand out with? How Chinese students’ social networks relate to perceived oral proficiency gains during study abroad experiences. Study Abroad Research in Second Language Acquisition and International Education, 6(1), 59-90.

Elena Tsvetkova is a doctoral student in the Department of Education conducting research in the field of Higher Education. Elena is a recipient of the Hill Foundation Scholarship, and she works under the supervision of Professor Alis Oancea and Professor Simon Marginson.

Before joining the DPhil programme, she obtained a Specialist degree in Linguistics and Methods of Teaching Foreign Languages and Cultures (Hons) from Moscow State Linguistic University and an MA in Educational Leadership (Distinction) from the University of Manchester.

Currently, Elena’s research interests lie in the realm of educational policy and practice, in particular excellence initiatives and university rankings, academic work and teaching & learning in higher education.

Publications

Tsvetkova, E., & Lomer, S. (2019). Academic excellence as “competitiveness enhancement” in Russian higher education. International Journal of Comparative Education and Development.

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

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

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

Selected Publications

BOOKS

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

BOOK CHAPTERS

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

JOURNAL ARTICLES

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

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

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

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

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

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Margo is a DPhil student in the Department of Education. Her research interests focus on professional and vocational education as well as social mobility and social inclusivity in the context of higher education.

Margo’s DPhil research aims to examine Master of Business Administration (MBAs) programs as a means of human capital acquisition, and potential links between generation of this type of capital and social mobility for MBA students. She wants to explore to what extent generation of human capital can lead to social movements for MBA participants, and how this may be impacted by various social inclusion and meritocratic factors.

Prior to her DPhil studies at Oxford, Margo received a first class Master’s degree (with honours) in Financial Management at the University of Warsaw, completed PGCE in Business Education at University College London, and a Master’s degree in Educational Assessment at the University of Oxford. She also spent 15 years working in investment banking where alongside her M&A work, she developed interests in professional education, on-the-job learning, and coaching.

Yushan Xie is a Doctoral student in education and a Clarendon scholar at the University of Oxford. Her research is fully funded by the Clarendon Fund and Brasenose College.

Her research focuses on the self-formation of students of rural backgrounds in universities in China, against the backdrop of higher education massification, urbanisation and digitalisation.

Prior to Oxford, Yushan worked as a social entrepreneur in rural Hunan Province and educational policy researcher which enabled her to conduct health and education intervention research in the rural west of China, including Xinjiang, Qinghai, Gansu, Sichuan, Yunnan and Guizhou Provinces. She also gained professional experience in working as a youth culture researcher in a leading Chinese consulting firm.

Yushan completed her MPhil in Education from Cambridge University where she was awarded a ‘Best Dissertation Award’ from the Faculty and the ‘Special Commendation Award’ from the British Council ELT Master’s Dissertation Competition. She holds a BA in Translation from Nankai University in China during which she was awarded the National Scholarship from the Ministry of Education.

 

Publications

Xie, Y. & Liu. Y. (2021). Who do you hand out with? How Chinese students’ social networks relate to perceived oral proficiency gains during study abroad experiences. Study Abroad Research in Second Language Acquisition and International Education, 6(1), 59-90.

Elena Tsvetkova is a doctoral student in the Department of Education conducting research in the field of Higher Education. Elena is a recipient of the Hill Foundation Scholarship, and she works under the supervision of Professor Alis Oancea and Professor Simon Marginson.

Before joining the DPhil programme, she obtained a Specialist degree in Linguistics and Methods of Teaching Foreign Languages and Cultures (Hons) from Moscow State Linguistic University and an MA in Educational Leadership (Distinction) from the University of Manchester.

Currently, Elena’s research interests lie in the realm of educational policy and practice, in particular excellence initiatives and university rankings, academic work and teaching & learning in higher education.

Publications

Tsvetkova, E., & Lomer, S. (2019). Academic excellence as “competitiveness enhancement” in Russian higher education. International Journal of Comparative Education and Development.

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

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

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

Selected Publications

BOOKS

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

BOOK CHAPTERS

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

JOURNAL ARTICLES

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

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

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

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

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

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Margo is a DPhil student in the Department of Education. Her research interests focus on professional and vocational education as well as social mobility and social inclusivity in the context of higher education.

Margo’s DPhil research aims to examine Master of Business Administration (MBAs) programs as a means of human capital acquisition, and potential links between generation of this type of capital and social mobility for MBA students. She wants to explore to what extent generation of human capital can lead to social movements for MBA participants, and how this may be impacted by various social inclusion and meritocratic factors.

Prior to her DPhil studies at Oxford, Margo received a first class Master’s degree (with honours) in Financial Management at the University of Warsaw, completed PGCE in Business Education at University College London, and a Master’s degree in Educational Assessment at the University of Oxford. She also spent 15 years working in investment banking where alongside her M&A work, she developed interests in professional education, on-the-job learning, and coaching.

Yushan Xie is a Doctoral student in education and a Clarendon scholar at the University of Oxford. Her research is fully funded by the Clarendon Fund and Brasenose College.

Her research focuses on the self-formation of students of rural backgrounds in universities in China, against the backdrop of higher education massification, urbanisation and digitalisation.

Prior to Oxford, Yushan worked as a social entrepreneur in rural Hunan Province and educational policy researcher which enabled her to conduct health and education intervention research in the rural west of China, including Xinjiang, Qinghai, Gansu, Sichuan, Yunnan and Guizhou Provinces. She also gained professional experience in working as a youth culture researcher in a leading Chinese consulting firm.

Yushan completed her MPhil in Education from Cambridge University where she was awarded a ‘Best Dissertation Award’ from the Faculty and the ‘Special Commendation Award’ from the British Council ELT Master’s Dissertation Competition. She holds a BA in Translation from Nankai University in China during which she was awarded the National Scholarship from the Ministry of Education.

 

Publications

Xie, Y. & Liu. Y. (2021). Who do you hand out with? How Chinese students’ social networks relate to perceived oral proficiency gains during study abroad experiences. Study Abroad Research in Second Language Acquisition and International Education, 6(1), 59-90.

Elena Tsvetkova is a doctoral student in the Department of Education conducting research in the field of Higher Education. Elena is a recipient of the Hill Foundation Scholarship, and she works under the supervision of Professor Alis Oancea and Professor Simon Marginson.

Before joining the DPhil programme, she obtained a Specialist degree in Linguistics and Methods of Teaching Foreign Languages and Cultures (Hons) from Moscow State Linguistic University and an MA in Educational Leadership (Distinction) from the University of Manchester.

Currently, Elena’s research interests lie in the realm of educational policy and practice, in particular excellence initiatives and university rankings, academic work and teaching & learning in higher education.

Publications

Tsvetkova, E., & Lomer, S. (2019). Academic excellence as “competitiveness enhancement” in Russian higher education. International Journal of Comparative Education and Development.

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

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

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

Selected Publications

BOOKS

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

BOOK CHAPTERS

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

JOURNAL ARTICLES

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

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

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

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

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

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Margo is a DPhil student in the Department of Education. Her research interests focus on professional and vocational education as well as social mobility and social inclusivity in the context of higher education.

Margo’s DPhil research aims to examine Master of Business Administration (MBAs) programs as a means of human capital acquisition, and potential links between generation of this type of capital and social mobility for MBA students. She wants to explore to what extent generation of human capital can lead to social movements for MBA participants, and how this may be impacted by various social inclusion and meritocratic factors.

Prior to her DPhil studies at Oxford, Margo received a first class Master’s degree (with honours) in Financial Management at the University of Warsaw, completed PGCE in Business Education at University College London, and a Master’s degree in Educational Assessment at the University of Oxford. She also spent 15 years working in investment banking where alongside her M&A work, she developed interests in professional education, on-the-job learning, and coaching.

Yushan Xie is a Doctoral student in education and a Clarendon scholar at the University of Oxford. Her research is fully funded by the Clarendon Fund and Brasenose College.

Her research focuses on the self-formation of students of rural backgrounds in universities in China, against the backdrop of higher education massification, urbanisation and digitalisation.

Prior to Oxford, Yushan worked as a social entrepreneur in rural Hunan Province and educational policy researcher which enabled her to conduct health and education intervention research in the rural west of China, including Xinjiang, Qinghai, Gansu, Sichuan, Yunnan and Guizhou Provinces. She also gained professional experience in working as a youth culture researcher in a leading Chinese consulting firm.

Yushan completed her MPhil in Education from Cambridge University where she was awarded a ‘Best Dissertation Award’ from the Faculty and the ‘Special Commendation Award’ from the British Council ELT Master’s Dissertation Competition. She holds a BA in Translation from Nankai University in China during which she was awarded the National Scholarship from the Ministry of Education.

 

Publications

Xie, Y. & Liu. Y. (2021). Who do you hand out with? How Chinese students’ social networks relate to perceived oral proficiency gains during study abroad experiences. Study Abroad Research in Second Language Acquisition and International Education, 6(1), 59-90.

Elena Tsvetkova is a doctoral student in the Department of Education conducting research in the field of Higher Education. Elena is a recipient of the Hill Foundation Scholarship, and she works under the supervision of Professor Alis Oancea and Professor Simon Marginson.

Before joining the DPhil programme, she obtained a Specialist degree in Linguistics and Methods of Teaching Foreign Languages and Cultures (Hons) from Moscow State Linguistic University and an MA in Educational Leadership (Distinction) from the University of Manchester.

Currently, Elena’s research interests lie in the realm of educational policy and practice, in particular excellence initiatives and university rankings, academic work and teaching & learning in higher education.

Publications

Tsvetkova, E., & Lomer, S. (2019). Academic excellence as “competitiveness enhancement” in Russian higher education. International Journal of Comparative Education and Development.

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

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

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

Selected Publications

BOOKS

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

BOOK CHAPTERS

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

JOURNAL ARTICLES

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

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

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

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

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

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Margo is a DPhil student in the Department of Education. Her research interests focus on professional and vocational education as well as social mobility and social inclusivity in the context of higher education.

Margo’s DPhil research aims to examine Master of Business Administration (MBAs) programs as a means of human capital acquisition, and potential links between generation of this type of capital and social mobility for MBA students. She wants to explore to what extent generation of human capital can lead to social movements for MBA participants, and how this may be impacted by various social inclusion and meritocratic factors.

Prior to her DPhil studies at Oxford, Margo received a first class Master’s degree (with honours) in Financial Management at the University of Warsaw, completed PGCE in Business Education at University College London, and a Master’s degree in Educational Assessment at the University of Oxford. She also spent 15 years working in investment banking where alongside her M&A work, she developed interests in professional education, on-the-job learning, and coaching.

Yushan Xie is a Doctoral student in education and a Clarendon scholar at the University of Oxford. Her research is fully funded by the Clarendon Fund and Brasenose College.

Her research focuses on the self-formation of students of rural backgrounds in universities in China, against the backdrop of higher education massification, urbanisation and digitalisation.

Prior to Oxford, Yushan worked as a social entrepreneur in rural Hunan Province and educational policy researcher which enabled her to conduct health and education intervention research in the rural west of China, including Xinjiang, Qinghai, Gansu, Sichuan, Yunnan and Guizhou Provinces. She also gained professional experience in working as a youth culture researcher in a leading Chinese consulting firm.

Yushan completed her MPhil in Education from Cambridge University where she was awarded a ‘Best Dissertation Award’ from the Faculty and the ‘Special Commendation Award’ from the British Council ELT Master’s Dissertation Competition. She holds a BA in Translation from Nankai University in China during which she was awarded the National Scholarship from the Ministry of Education.

 

Publications

Xie, Y. & Liu. Y. (2021). Who do you hand out with? How Chinese students’ social networks relate to perceived oral proficiency gains during study abroad experiences. Study Abroad Research in Second Language Acquisition and International Education, 6(1), 59-90.

Elena Tsvetkova is a doctoral student in the Department of Education conducting research in the field of Higher Education. Elena is a recipient of the Hill Foundation Scholarship, and she works under the supervision of Professor Alis Oancea and Professor Simon Marginson.

Before joining the DPhil programme, she obtained a Specialist degree in Linguistics and Methods of Teaching Foreign Languages and Cultures (Hons) from Moscow State Linguistic University and an MA in Educational Leadership (Distinction) from the University of Manchester.

Currently, Elena’s research interests lie in the realm of educational policy and practice, in particular excellence initiatives and university rankings, academic work and teaching & learning in higher education.

Publications

Tsvetkova, E., & Lomer, S. (2019). Academic excellence as “competitiveness enhancement” in Russian higher education. International Journal of Comparative Education and Development.

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

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

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

Selected Publications

BOOKS

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

BOOK CHAPTERS

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

JOURNAL ARTICLES

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

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

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

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

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

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Margo is a DPhil student in the Department of Education. Her research interests focus on professional and vocational education as well as social mobility and social inclusivity in the context of higher education.

Margo’s DPhil research aims to examine Master of Business Administration (MBAs) programs as a means of human capital acquisition, and potential links between generation of this type of capital and social mobility for MBA students. She wants to explore to what extent generation of human capital can lead to social movements for MBA participants, and how this may be impacted by various social inclusion and meritocratic factors.

Prior to her DPhil studies at Oxford, Margo received a first class Master’s degree (with honours) in Financial Management at the University of Warsaw, completed PGCE in Business Education at University College London, and a Master’s degree in Educational Assessment at the University of Oxford. She also spent 15 years working in investment banking where alongside her M&A work, she developed interests in professional education, on-the-job learning, and coaching.

Yushan Xie is a Doctoral student in education and a Clarendon scholar at the University of Oxford. Her research is fully funded by the Clarendon Fund and Brasenose College.

Her research focuses on the self-formation of students of rural backgrounds in universities in China, against the backdrop of higher education massification, urbanisation and digitalisation.

Prior to Oxford, Yushan worked as a social entrepreneur in rural Hunan Province and educational policy researcher which enabled her to conduct health and education intervention research in the rural west of China, including Xinjiang, Qinghai, Gansu, Sichuan, Yunnan and Guizhou Provinces. She also gained professional experience in working as a youth culture researcher in a leading Chinese consulting firm.

Yushan completed her MPhil in Education from Cambridge University where she was awarded a ‘Best Dissertation Award’ from the Faculty and the ‘Special Commendation Award’ from the British Council ELT Master’s Dissertation Competition. She holds a BA in Translation from Nankai University in China during which she was awarded the National Scholarship from the Ministry of Education.

 

Publications

Xie, Y. & Liu. Y. (2021). Who do you hand out with? How Chinese students’ social networks relate to perceived oral proficiency gains during study abroad experiences. Study Abroad Research in Second Language Acquisition and International Education, 6(1), 59-90.

Elena Tsvetkova is a doctoral student in the Department of Education conducting research in the field of Higher Education. Elena is a recipient of the Hill Foundation Scholarship, and she works under the supervision of Professor Alis Oancea and Professor Simon Marginson.

Before joining the DPhil programme, she obtained a Specialist degree in Linguistics and Methods of Teaching Foreign Languages and Cultures (Hons) from Moscow State Linguistic University and an MA in Educational Leadership (Distinction) from the University of Manchester.

Currently, Elena’s research interests lie in the realm of educational policy and practice, in particular excellence initiatives and university rankings, academic work and teaching & learning in higher education.

Publications

Tsvetkova, E., & Lomer, S. (2019). Academic excellence as “competitiveness enhancement” in Russian higher education. International Journal of Comparative Education and Development.

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

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

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

Selected Publications

BOOKS

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

BOOK CHAPTERS

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

JOURNAL ARTICLES

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

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

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

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

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

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Margo is a DPhil student in the Department of Education. Her research interests focus on professional and vocational education as well as social mobility and social inclusivity in the context of higher education.

Margo’s DPhil research aims to examine Master of Business Administration (MBAs) programs as a means of human capital acquisition, and potential links between generation of this type of capital and social mobility for MBA students. She wants to explore to what extent generation of human capital can lead to social movements for MBA participants, and how this may be impacted by various social inclusion and meritocratic factors.

Prior to her DPhil studies at Oxford, Margo received a first class Master’s degree (with honours) in Financial Management at the University of Warsaw, completed PGCE in Business Education at University College London, and a Master’s degree in Educational Assessment at the University of Oxford. She also spent 15 years working in investment banking where alongside her M&A work, she developed interests in professional education, on-the-job learning, and coaching.

Yushan Xie is a Doctoral student in education and a Clarendon scholar at the University of Oxford. Her research is fully funded by the Clarendon Fund and Brasenose College.

Her research focuses on the self-formation of students of rural backgrounds in universities in China, against the backdrop of higher education massification, urbanisation and digitalisation.

Prior to Oxford, Yushan worked as a social entrepreneur in rural Hunan Province and educational policy researcher which enabled her to conduct health and education intervention research in the rural west of China, including Xinjiang, Qinghai, Gansu, Sichuan, Yunnan and Guizhou Provinces. She also gained professional experience in working as a youth culture researcher in a leading Chinese consulting firm.

Yushan completed her MPhil in Education from Cambridge University where she was awarded a ‘Best Dissertation Award’ from the Faculty and the ‘Special Commendation Award’ from the British Council ELT Master’s Dissertation Competition. She holds a BA in Translation from Nankai University in China during which she was awarded the National Scholarship from the Ministry of Education.

 

Publications

Xie, Y. & Liu. Y. (2021). Who do you hand out with? How Chinese students’ social networks relate to perceived oral proficiency gains during study abroad experiences. Study Abroad Research in Second Language Acquisition and International Education, 6(1), 59-90.

Elena Tsvetkova is a doctoral student in the Department of Education conducting research in the field of Higher Education. Elena is a recipient of the Hill Foundation Scholarship, and she works under the supervision of Professor Alis Oancea and Professor Simon Marginson.

Before joining the DPhil programme, she obtained a Specialist degree in Linguistics and Methods of Teaching Foreign Languages and Cultures (Hons) from Moscow State Linguistic University and an MA in Educational Leadership (Distinction) from the University of Manchester.

Currently, Elena’s research interests lie in the realm of educational policy and practice, in particular excellence initiatives and university rankings, academic work and teaching & learning in higher education.

Publications

Tsvetkova, E., & Lomer, S. (2019). Academic excellence as “competitiveness enhancement” in Russian higher education. International Journal of Comparative Education and Development.

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

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

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

Selected Publications

BOOKS

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

BOOK CHAPTERS

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

JOURNAL ARTICLES

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

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

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

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

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

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Margo is a DPhil student in the Department of Education. Her research interests focus on professional and vocational education as well as social mobility and social inclusivity in the context of higher education.

Margo’s DPhil research aims to examine Master of Business Administration (MBAs) programs as a means of human capital acquisition, and potential links between generation of this type of capital and social mobility for MBA students. She wants to explore to what extent generation of human capital can lead to social movements for MBA participants, and how this may be impacted by various social inclusion and meritocratic factors.

Prior to her DPhil studies at Oxford, Margo received a first class Master’s degree (with honours) in Financial Management at the University of Warsaw, completed PGCE in Business Education at University College London, and a Master’s degree in Educational Assessment at the University of Oxford. She also spent 15 years working in investment banking where alongside her M&A work, she developed interests in professional education, on-the-job learning, and coaching.

Yushan Xie is a Doctoral student in education and a Clarendon scholar at the University of Oxford. Her research is fully funded by the Clarendon Fund and Brasenose College.

Her research focuses on the self-formation of students of rural backgrounds in universities in China, against the backdrop of higher education massification, urbanisation and digitalisation.

Prior to Oxford, Yushan worked as a social entrepreneur in rural Hunan Province and educational policy researcher which enabled her to conduct health and education intervention research in the rural west of China, including Xinjiang, Qinghai, Gansu, Sichuan, Yunnan and Guizhou Provinces. She also gained professional experience in working as a youth culture researcher in a leading Chinese consulting firm.

Yushan completed her MPhil in Education from Cambridge University where she was awarded a ‘Best Dissertation Award’ from the Faculty and the ‘Special Commendation Award’ from the British Council ELT Master’s Dissertation Competition. She holds a BA in Translation from Nankai University in China during which she was awarded the National Scholarship from the Ministry of Education.

 

Publications

Xie, Y. & Liu. Y. (2021). Who do you hand out with? How Chinese students’ social networks relate to perceived oral proficiency gains during study abroad experiences. Study Abroad Research in Second Language Acquisition and International Education, 6(1), 59-90.

Elena Tsvetkova is a doctoral student in the Department of Education conducting research in the field of Higher Education. Elena is a recipient of the Hill Foundation Scholarship, and she works under the supervision of Professor Alis Oancea and Professor Simon Marginson.

Before joining the DPhil programme, she obtained a Specialist degree in Linguistics and Methods of Teaching Foreign Languages and Cultures (Hons) from Moscow State Linguistic University and an MA in Educational Leadership (Distinction) from the University of Manchester.

Currently, Elena’s research interests lie in the realm of educational policy and practice, in particular excellence initiatives and university rankings, academic work and teaching & learning in higher education.

Publications

Tsvetkova, E., & Lomer, S. (2019). Academic excellence as “competitiveness enhancement” in Russian higher education. International Journal of Comparative Education and Development.

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

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

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

Selected Publications

BOOKS

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

BOOK CHAPTERS

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

JOURNAL ARTICLES

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

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

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

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

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

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Margo is a DPhil student in the Department of Education. Her research interests focus on professional and vocational education as well as social mobility and social inclusivity in the context of higher education.

Margo’s DPhil research aims to examine Master of Business Administration (MBAs) programs as a means of human capital acquisition, and potential links between generation of this type of capital and social mobility for MBA students. She wants to explore to what extent generation of human capital can lead to social movements for MBA participants, and how this may be impacted by various social inclusion and meritocratic factors.

Prior to her DPhil studies at Oxford, Margo received a first class Master’s degree (with honours) in Financial Management at the University of Warsaw, completed PGCE in Business Education at University College London, and a Master’s degree in Educational Assessment at the University of Oxford. She also spent 15 years working in investment banking where alongside her M&A work, she developed interests in professional education, on-the-job learning, and coaching.

Yushan Xie is a Doctoral student in education and a Clarendon scholar at the University of Oxford. Her research is fully funded by the Clarendon Fund and Brasenose College.

Her research focuses on the self-formation of students of rural backgrounds in universities in China, against the backdrop of higher education massification, urbanisation and digitalisation.

Prior to Oxford, Yushan worked as a social entrepreneur in rural Hunan Province and educational policy researcher which enabled her to conduct health and education intervention research in the rural west of China, including Xinjiang, Qinghai, Gansu, Sichuan, Yunnan and Guizhou Provinces. She also gained professional experience in working as a youth culture researcher in a leading Chinese consulting firm.

Yushan completed her MPhil in Education from Cambridge University where she was awarded a ‘Best Dissertation Award’ from the Faculty and the ‘Special Commendation Award’ from the British Council ELT Master’s Dissertation Competition. She holds a BA in Translation from Nankai University in China during which she was awarded the National Scholarship from the Ministry of Education.

 

Publications

Xie, Y. & Liu. Y. (2021). Who do you hand out with? How Chinese students’ social networks relate to perceived oral proficiency gains during study abroad experiences. Study Abroad Research in Second Language Acquisition and International Education, 6(1), 59-90.

Elena Tsvetkova is a doctoral student in the Department of Education conducting research in the field of Higher Education. Elena is a recipient of the Hill Foundation Scholarship, and she works under the supervision of Professor Alis Oancea and Professor Simon Marginson.

Before joining the DPhil programme, she obtained a Specialist degree in Linguistics and Methods of Teaching Foreign Languages and Cultures (Hons) from Moscow State Linguistic University and an MA in Educational Leadership (Distinction) from the University of Manchester.

Currently, Elena’s research interests lie in the realm of educational policy and practice, in particular excellence initiatives and university rankings, academic work and teaching & learning in higher education.

Publications

Tsvetkova, E., & Lomer, S. (2019). Academic excellence as “competitiveness enhancement” in Russian higher education. International Journal of Comparative Education and Development.

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

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

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

Selected Publications

BOOKS

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

BOOK CHAPTERS

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

JOURNAL ARTICLES

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

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

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

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

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

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Margo is a DPhil student in the Department of Education. Her research interests focus on professional and vocational education as well as social mobility and social inclusivity in the context of higher education.

Margo’s DPhil research aims to examine Master of Business Administration (MBAs) programs as a means of human capital acquisition, and potential links between generation of this type of capital and social mobility for MBA students. She wants to explore to what extent generation of human capital can lead to social movements for MBA participants, and how this may be impacted by various social inclusion and meritocratic factors.

Prior to her DPhil studies at Oxford, Margo received a first class Master’s degree (with honours) in Financial Management at the University of Warsaw, completed PGCE in Business Education at University College London, and a Master’s degree in Educational Assessment at the University of Oxford. She also spent 15 years working in investment banking where alongside her M&A work, she developed interests in professional education, on-the-job learning, and coaching.

Yushan Xie is a Doctoral student in education and a Clarendon scholar at the University of Oxford. Her research is fully funded by the Clarendon Fund and Brasenose College.

Her research focuses on the self-formation of students of rural backgrounds in universities in China, against the backdrop of higher education massification, urbanisation and digitalisation.

Prior to Oxford, Yushan worked as a social entrepreneur in rural Hunan Province and educational policy researcher which enabled her to conduct health and education intervention research in the rural west of China, including Xinjiang, Qinghai, Gansu, Sichuan, Yunnan and Guizhou Provinces. She also gained professional experience in working as a youth culture researcher in a leading Chinese consulting firm.

Yushan completed her MPhil in Education from Cambridge University where she was awarded a ‘Best Dissertation Award’ from the Faculty and the ‘Special Commendation Award’ from the British Council ELT Master’s Dissertation Competition. She holds a BA in Translation from Nankai University in China during which she was awarded the National Scholarship from the Ministry of Education.

 

Publications

Xie, Y. & Liu. Y. (2021). Who do you hand out with? How Chinese students’ social networks relate to perceived oral proficiency gains during study abroad experiences. Study Abroad Research in Second Language Acquisition and International Education, 6(1), 59-90.

Elena Tsvetkova is a doctoral student in the Department of Education conducting research in the field of Higher Education. Elena is a recipient of the Hill Foundation Scholarship, and she works under the supervision of Professor Alis Oancea and Professor Simon Marginson.

Before joining the DPhil programme, she obtained a Specialist degree in Linguistics and Methods of Teaching Foreign Languages and Cultures (Hons) from Moscow State Linguistic University and an MA in Educational Leadership (Distinction) from the University of Manchester.

Currently, Elena’s research interests lie in the realm of educational policy and practice, in particular excellence initiatives and university rankings, academic work and teaching & learning in higher education.

Publications

Tsvetkova, E., & Lomer, S. (2019). Academic excellence as “competitiveness enhancement” in Russian higher education. International Journal of Comparative Education and Development.

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

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

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

Selected Publications

BOOKS

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

BOOK CHAPTERS

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

JOURNAL ARTICLES

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

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

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

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

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

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Margo is a DPhil student in the Department of Education. Her research interests focus on professional and vocational education as well as social mobility and social inclusivity in the context of higher education.

Margo’s DPhil research aims to examine Master of Business Administration (MBAs) programs as a means of human capital acquisition, and potential links between generation of this type of capital and social mobility for MBA students. She wants to explore to what extent generation of human capital can lead to social movements for MBA participants, and how this may be impacted by various social inclusion and meritocratic factors.

Prior to her DPhil studies at Oxford, Margo received a first class Master’s degree (with honours) in Financial Management at the University of Warsaw, completed PGCE in Business Education at University College London, and a Master’s degree in Educational Assessment at the University of Oxford. She also spent 15 years working in investment banking where alongside her M&A work, she developed interests in professional education, on-the-job learning, and coaching.

Yushan Xie is a Doctoral student in education and a Clarendon scholar at the University of Oxford. Her research is fully funded by the Clarendon Fund and Brasenose College.

Her research focuses on the self-formation of students of rural backgrounds in universities in China, against the backdrop of higher education massification, urbanisation and digitalisation.

Prior to Oxford, Yushan worked as a social entrepreneur in rural Hunan Province and educational policy researcher which enabled her to conduct health and education intervention research in the rural west of China, including Xinjiang, Qinghai, Gansu, Sichuan, Yunnan and Guizhou Provinces. She also gained professional experience in working as a youth culture researcher in a leading Chinese consulting firm.

Yushan completed her MPhil in Education from Cambridge University where she was awarded a ‘Best Dissertation Award’ from the Faculty and the ‘Special Commendation Award’ from the British Council ELT Master’s Dissertation Competition. She holds a BA in Translation from Nankai University in China during which she was awarded the National Scholarship from the Ministry of Education.

 

Publications

Xie, Y. & Liu. Y. (2021). Who do you hand out with? How Chinese students’ social networks relate to perceived oral proficiency gains during study abroad experiences. Study Abroad Research in Second Language Acquisition and International Education, 6(1), 59-90.

Elena Tsvetkova is a doctoral student in the Department of Education conducting research in the field of Higher Education. Elena is a recipient of the Hill Foundation Scholarship, and she works under the supervision of Professor Alis Oancea and Professor Simon Marginson.

Before joining the DPhil programme, she obtained a Specialist degree in Linguistics and Methods of Teaching Foreign Languages and Cultures (Hons) from Moscow State Linguistic University and an MA in Educational Leadership (Distinction) from the University of Manchester.

Currently, Elena’s research interests lie in the realm of educational policy and practice, in particular excellence initiatives and university rankings, academic work and teaching & learning in higher education.

Publications

Tsvetkova, E., & Lomer, S. (2019). Academic excellence as “competitiveness enhancement” in Russian higher education. International Journal of Comparative Education and Development.

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

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

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

Selected Publications

BOOKS

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

BOOK CHAPTERS

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

JOURNAL ARTICLES

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

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

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

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

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

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Margo is a DPhil student in the Department of Education. Her research interests focus on professional and vocational education as well as social mobility and social inclusivity in the context of higher education.

Margo’s DPhil research aims to examine Master of Business Administration (MBAs) programs as a means of human capital acquisition, and potential links between generation of this type of capital and social mobility for MBA students. She wants to explore to what extent generation of human capital can lead to social movements for MBA participants, and how this may be impacted by various social inclusion and meritocratic factors.

Prior to her DPhil studies at Oxford, Margo received a first class Master’s degree (with honours) in Financial Management at the University of Warsaw, completed PGCE in Business Education at University College London, and a Master’s degree in Educational Assessment at the University of Oxford. She also spent 15 years working in investment banking where alongside her M&A work, she developed interests in professional education, on-the-job learning, and coaching.

Yushan Xie is a Doctoral student in education and a Clarendon scholar at the University of Oxford. Her research is fully funded by the Clarendon Fund and Brasenose College.

Her research focuses on the self-formation of students of rural backgrounds in universities in China, against the backdrop of higher education massification, urbanisation and digitalisation.

Prior to Oxford, Yushan worked as a social entrepreneur in rural Hunan Province and educational policy researcher which enabled her to conduct health and education intervention research in the rural west of China, including Xinjiang, Qinghai, Gansu, Sichuan, Yunnan and Guizhou Provinces. She also gained professional experience in working as a youth culture researcher in a leading Chinese consulting firm.

Yushan completed her MPhil in Education from Cambridge University where she was awarded a ‘Best Dissertation Award’ from the Faculty and the ‘Special Commendation Award’ from the British Council ELT Master’s Dissertation Competition. She holds a BA in Translation from Nankai University in China during which she was awarded the National Scholarship from the Ministry of Education.

 

Publications

Xie, Y. & Liu. Y. (2021). Who do you hand out with? How Chinese students’ social networks relate to perceived oral proficiency gains during study abroad experiences. Study Abroad Research in Second Language Acquisition and International Education, 6(1), 59-90.

Elena Tsvetkova is a doctoral student in the Department of Education conducting research in the field of Higher Education. Elena is a recipient of the Hill Foundation Scholarship, and she works under the supervision of Professor Alis Oancea and Professor Simon Marginson.

Before joining the DPhil programme, she obtained a Specialist degree in Linguistics and Methods of Teaching Foreign Languages and Cultures (Hons) from Moscow State Linguistic University and an MA in Educational Leadership (Distinction) from the University of Manchester.

Currently, Elena’s research interests lie in the realm of educational policy and practice, in particular excellence initiatives and university rankings, academic work and teaching & learning in higher education.

Publications

Tsvetkova, E., & Lomer, S. (2019). Academic excellence as “competitiveness enhancement” in Russian higher education. International Journal of Comparative Education and Development.

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

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

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

Selected Publications

BOOKS

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

BOOK CHAPTERS

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

JOURNAL ARTICLES

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

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

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

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

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

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Margo is a DPhil student in the Department of Education. Her research interests focus on professional and vocational education as well as social mobility and social inclusivity in the context of higher education.

Margo’s DPhil research aims to examine Master of Business Administration (MBAs) programs as a means of human capital acquisition, and potential links between generation of this type of capital and social mobility for MBA students. She wants to explore to what extent generation of human capital can lead to social movements for MBA participants, and how this may be impacted by various social inclusion and meritocratic factors.

Prior to her DPhil studies at Oxford, Margo received a first class Master’s degree (with honours) in Financial Management at the University of Warsaw, completed PGCE in Business Education at University College London, and a Master’s degree in Educational Assessment at the University of Oxford. She also spent 15 years working in investment banking where alongside her M&A work, she developed interests in professional education, on-the-job learning, and coaching.

Yushan Xie is a Doctoral student in education and a Clarendon scholar at the University of Oxford. Her research is fully funded by the Clarendon Fund and Brasenose College.

Her research focuses on the self-formation of students of rural backgrounds in universities in China, against the backdrop of higher education massification, urbanisation and digitalisation.

Prior to Oxford, Yushan worked as a social entrepreneur in rural Hunan Province and educational policy researcher which enabled her to conduct health and education intervention research in the rural west of China, including Xinjiang, Qinghai, Gansu, Sichuan, Yunnan and Guizhou Provinces. She also gained professional experience in working as a youth culture researcher in a leading Chinese consulting firm.

Yushan completed her MPhil in Education from Cambridge University where she was awarded a ‘Best Dissertation Award’ from the Faculty and the ‘Special Commendation Award’ from the British Council ELT Master’s Dissertation Competition. She holds a BA in Translation from Nankai University in China during which she was awarded the National Scholarship from the Ministry of Education.

 

Publications

Xie, Y. & Liu. Y. (2021). Who do you hand out with? How Chinese students’ social networks relate to perceived oral proficiency gains during study abroad experiences. Study Abroad Research in Second Language Acquisition and International Education, 6(1), 59-90.

Elena Tsvetkova is a doctoral student in the Department of Education conducting research in the field of Higher Education. Elena is a recipient of the Hill Foundation Scholarship, and she works under the supervision of Professor Alis Oancea and Professor Simon Marginson.

Before joining the DPhil programme, she obtained a Specialist degree in Linguistics and Methods of Teaching Foreign Languages and Cultures (Hons) from Moscow State Linguistic University and an MA in Educational Leadership (Distinction) from the University of Manchester.

Currently, Elena’s research interests lie in the realm of educational policy and practice, in particular excellence initiatives and university rankings, academic work and teaching & learning in higher education.

Publications

Tsvetkova, E., & Lomer, S. (2019). Academic excellence as “competitiveness enhancement” in Russian higher education. International Journal of Comparative Education and Development.

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

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

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

Selected Publications

BOOKS

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

BOOK CHAPTERS

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

JOURNAL ARTICLES

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

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

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

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

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

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Margo is a DPhil student in the Department of Education. Her research interests focus on professional and vocational education as well as social mobility and social inclusivity in the context of higher education.

Margo’s DPhil research aims to examine Master of Business Administration (MBAs) programs as a means of human capital acquisition, and potential links between generation of this type of capital and social mobility for MBA students. She wants to explore to what extent generation of human capital can lead to social movements for MBA participants, and how this may be impacted by various social inclusion and meritocratic factors.

Prior to her DPhil studies at Oxford, Margo received a first class Master’s degree (with honours) in Financial Management at the University of Warsaw, completed PGCE in Business Education at University College London, and a Master’s degree in Educational Assessment at the University of Oxford. She also spent 15 years working in investment banking where alongside her M&A work, she developed interests in professional education, on-the-job learning, and coaching.

Yushan Xie is a Doctoral student in education and a Clarendon scholar at the University of Oxford. Her research is fully funded by the Clarendon Fund and Brasenose College.

Her research focuses on the self-formation of students of rural backgrounds in universities in China, against the backdrop of higher education massification, urbanisation and digitalisation.

Prior to Oxford, Yushan worked as a social entrepreneur in rural Hunan Province and educational policy researcher which enabled her to conduct health and education intervention research in the rural west of China, including Xinjiang, Qinghai, Gansu, Sichuan, Yunnan and Guizhou Provinces. She also gained professional experience in working as a youth culture researcher in a leading Chinese consulting firm.

Yushan completed her MPhil in Education from Cambridge University where she was awarded a ‘Best Dissertation Award’ from the Faculty and the ‘Special Commendation Award’ from the British Council ELT Master’s Dissertation Competition. She holds a BA in Translation from Nankai University in China during which she was awarded the National Scholarship from the Ministry of Education.

 

Publications

Xie, Y. & Liu. Y. (2021). Who do you hand out with? How Chinese students’ social networks relate to perceived oral proficiency gains during study abroad experiences. Study Abroad Research in Second Language Acquisition and International Education, 6(1), 59-90.

Elena Tsvetkova is a doctoral student in the Department of Education conducting research in the field of Higher Education. Elena is a recipient of the Hill Foundation Scholarship, and she works under the supervision of Professor Alis Oancea and Professor Simon Marginson.

Before joining the DPhil programme, she obtained a Specialist degree in Linguistics and Methods of Teaching Foreign Languages and Cultures (Hons) from Moscow State Linguistic University and an MA in Educational Leadership (Distinction) from the University of Manchester.

Currently, Elena’s research interests lie in the realm of educational policy and practice, in particular excellence initiatives and university rankings, academic work and teaching & learning in higher education.

Publications

Tsvetkova, E., & Lomer, S. (2019). Academic excellence as “competitiveness enhancement” in Russian higher education. International Journal of Comparative Education and Development.

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

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

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

Selected Publications

BOOKS

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

BOOK CHAPTERS

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

JOURNAL ARTICLES

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

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

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

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

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

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Margo is a DPhil student in the Department of Education. Her research interests focus on professional and vocational education as well as social mobility and social inclusivity in the context of higher education.

Margo’s DPhil research aims to examine Master of Business Administration (MBAs) programs as a means of human capital acquisition, and potential links between generation of this type of capital and social mobility for MBA students. She wants to explore to what extent generation of human capital can lead to social movements for MBA participants, and how this may be impacted by various social inclusion and meritocratic factors.

Prior to her DPhil studies at Oxford, Margo received a first class Master’s degree (with honours) in Financial Management at the University of Warsaw, completed PGCE in Business Education at University College London, and a Master’s degree in Educational Assessment at the University of Oxford. She also spent 15 years working in investment banking where alongside her M&A work, she developed interests in professional education, on-the-job learning, and coaching.

Yushan Xie is a Doctoral student in education and a Clarendon scholar at the University of Oxford. Her research is fully funded by the Clarendon Fund and Brasenose College.

Her research focuses on the self-formation of students of rural backgrounds in universities in China, against the backdrop of higher education massification, urbanisation and digitalisation.

Prior to Oxford, Yushan worked as a social entrepreneur in rural Hunan Province and educational policy researcher which enabled her to conduct health and education intervention research in the rural west of China, including Xinjiang, Qinghai, Gansu, Sichuan, Yunnan and Guizhou Provinces. She also gained professional experience in working as a youth culture researcher in a leading Chinese consulting firm.

Yushan completed her MPhil in Education from Cambridge University where she was awarded a ‘Best Dissertation Award’ from the Faculty and the ‘Special Commendation Award’ from the British Council ELT Master’s Dissertation Competition. She holds a BA in Translation from Nankai University in China during which she was awarded the National Scholarship from the Ministry of Education.

 

Publications

Xie, Y. & Liu. Y. (2021). Who do you hand out with? How Chinese students’ social networks relate to perceived oral proficiency gains during study abroad experiences. Study Abroad Research in Second Language Acquisition and International Education, 6(1), 59-90.

Elena Tsvetkova is a doctoral student in the Department of Education conducting research in the field of Higher Education. Elena is a recipient of the Hill Foundation Scholarship, and she works under the supervision of Professor Alis Oancea and Professor Simon Marginson.

Before joining the DPhil programme, she obtained a Specialist degree in Linguistics and Methods of Teaching Foreign Languages and Cultures (Hons) from Moscow State Linguistic University and an MA in Educational Leadership (Distinction) from the University of Manchester.

Currently, Elena’s research interests lie in the realm of educational policy and practice, in particular excellence initiatives and university rankings, academic work and teaching & learning in higher education.

Publications

Tsvetkova, E., & Lomer, S. (2019). Academic excellence as “competitiveness enhancement” in Russian higher education. International Journal of Comparative Education and Development.

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

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

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

Selected Publications

BOOKS

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

BOOK CHAPTERS

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

JOURNAL ARTICLES

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

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

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

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

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

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Margo is a DPhil student in the Department of Education. Her research interests focus on professional and vocational education as well as social mobility and social inclusivity in the context of higher education.

Margo’s DPhil research aims to examine Master of Business Administration (MBAs) programs as a means of human capital acquisition, and potential links between generation of this type of capital and social mobility for MBA students. She wants to explore to what extent generation of human capital can lead to social movements for MBA participants, and how this may be impacted by various social inclusion and meritocratic factors.

Prior to her DPhil studies at Oxford, Margo received a first class Master’s degree (with honours) in Financial Management at the University of Warsaw, completed PGCE in Business Education at University College London, and a Master’s degree in Educational Assessment at the University of Oxford. She also spent 15 years working in investment banking where alongside her M&A work, she developed interests in professional education, on-the-job learning, and coaching.

Yushan Xie is a Doctoral student in education and a Clarendon scholar at the University of Oxford. Her research is fully funded by the Clarendon Fund and Brasenose College.

Her research focuses on the self-formation of students of rural backgrounds in universities in China, against the backdrop of higher education massification, urbanisation and digitalisation.

Prior to Oxford, Yushan worked as a social entrepreneur in rural Hunan Province and educational policy researcher which enabled her to conduct health and education intervention research in the rural west of China, including Xinjiang, Qinghai, Gansu, Sichuan, Yunnan and Guizhou Provinces. She also gained professional experience in working as a youth culture researcher in a leading Chinese consulting firm.

Yushan completed her MPhil in Education from Cambridge University where she was awarded a ‘Best Dissertation Award’ from the Faculty and the ‘Special Commendation Award’ from the British Council ELT Master’s Dissertation Competition. She holds a BA in Translation from Nankai University in China during which she was awarded the National Scholarship from the Ministry of Education.

 

Publications

Xie, Y. & Liu. Y. (2021). Who do you hand out with? How Chinese students’ social networks relate to perceived oral proficiency gains during study abroad experiences. Study Abroad Research in Second Language Acquisition and International Education, 6(1), 59-90.

Elena Tsvetkova is a doctoral student in the Department of Education conducting research in the field of Higher Education. Elena is a recipient of the Hill Foundation Scholarship, and she works under the supervision of Professor Alis Oancea and Professor Simon Marginson.

Before joining the DPhil programme, she obtained a Specialist degree in Linguistics and Methods of Teaching Foreign Languages and Cultures (Hons) from Moscow State Linguistic University and an MA in Educational Leadership (Distinction) from the University of Manchester.

Currently, Elena’s research interests lie in the realm of educational policy and practice, in particular excellence initiatives and university rankings, academic work and teaching & learning in higher education.

Publications

Tsvetkova, E., & Lomer, S. (2019). Academic excellence as “competitiveness enhancement” in Russian higher education. International Journal of Comparative Education and Development.

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

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

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

Selected Publications

BOOKS

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

BOOK CHAPTERS

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

JOURNAL ARTICLES

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

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

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

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

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

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Margo is a DPhil student in the Department of Education. Her research interests focus on professional and vocational education as well as social mobility and social inclusivity in the context of higher education.

Margo’s DPhil research aims to examine Master of Business Administration (MBAs) programs as a means of human capital acquisition, and potential links between generation of this type of capital and social mobility for MBA students. She wants to explore to what extent generation of human capital can lead to social movements for MBA participants, and how this may be impacted by various social inclusion and meritocratic factors.

Prior to her DPhil studies at Oxford, Margo received a first class Master’s degree (with honours) in Financial Management at the University of Warsaw, completed PGCE in Business Education at University College London, and a Master’s degree in Educational Assessment at the University of Oxford. She also spent 15 years working in investment banking where alongside her M&A work, she developed interests in professional education, on-the-job learning, and coaching.

Yushan Xie is a Doctoral student in education and a Clarendon scholar at the University of Oxford. Her research is fully funded by the Clarendon Fund and Brasenose College.

Her research focuses on the self-formation of students of rural backgrounds in universities in China, against the backdrop of higher education massification, urbanisation and digitalisation.

Prior to Oxford, Yushan worked as a social entrepreneur in rural Hunan Province and educational policy researcher which enabled her to conduct health and education intervention research in the rural west of China, including Xinjiang, Qinghai, Gansu, Sichuan, Yunnan and Guizhou Provinces. She also gained professional experience in working as a youth culture researcher in a leading Chinese consulting firm.

Yushan completed her MPhil in Education from Cambridge University where she was awarded a ‘Best Dissertation Award’ from the Faculty and the ‘Special Commendation Award’ from the British Council ELT Master’s Dissertation Competition. She holds a BA in Translation from Nankai University in China during which she was awarded the National Scholarship from the Ministry of Education.

 

Publications

Xie, Y. & Liu. Y. (2021). Who do you hand out with? How Chinese students’ social networks relate to perceived oral proficiency gains during study abroad experiences. Study Abroad Research in Second Language Acquisition and International Education, 6(1), 59-90.

Elena Tsvetkova is a doctoral student in the Department of Education conducting research in the field of Higher Education. Elena is a recipient of the Hill Foundation Scholarship, and she works under the supervision of Professor Alis Oancea and Professor Simon Marginson.

Before joining the DPhil programme, she obtained a Specialist degree in Linguistics and Methods of Teaching Foreign Languages and Cultures (Hons) from Moscow State Linguistic University and an MA in Educational Leadership (Distinction) from the University of Manchester.

Currently, Elena’s research interests lie in the realm of educational policy and practice, in particular excellence initiatives and university rankings, academic work and teaching & learning in higher education.

Publications

Tsvetkova, E., & Lomer, S. (2019). Academic excellence as “competitiveness enhancement” in Russian higher education. International Journal of Comparative Education and Development.

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

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

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

Selected Publications

BOOKS

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

BOOK CHAPTERS

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

JOURNAL ARTICLES

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

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

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

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

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

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Margo is a DPhil student in the Department of Education. Her research interests focus on professional and vocational education as well as social mobility and social inclusivity in the context of higher education.

Margo’s DPhil research aims to examine Master of Business Administration (MBAs) programs as a means of human capital acquisition, and potential links between generation of this type of capital and social mobility for MBA students. She wants to explore to what extent generation of human capital can lead to social movements for MBA participants, and how this may be impacted by various social inclusion and meritocratic factors.

Prior to her DPhil studies at Oxford, Margo received a first class Master’s degree (with honours) in Financial Management at the University of Warsaw, completed PGCE in Business Education at University College London, and a Master’s degree in Educational Assessment at the University of Oxford. She also spent 15 years working in investment banking where alongside her M&A work, she developed interests in professional education, on-the-job learning, and coaching.

Yushan Xie is a Doctoral student in education and a Clarendon scholar at the University of Oxford. Her research is fully funded by the Clarendon Fund and Brasenose College.

Her research focuses on the self-formation of students of rural backgrounds in universities in China, against the backdrop of higher education massification, urbanisation and digitalisation.

Prior to Oxford, Yushan worked as a social entrepreneur in rural Hunan Province and educational policy researcher which enabled her to conduct health and education intervention research in the rural west of China, including Xinjiang, Qinghai, Gansu, Sichuan, Yunnan and Guizhou Provinces. She also gained professional experience in working as a youth culture researcher in a leading Chinese consulting firm.

Yushan completed her MPhil in Education from Cambridge University where she was awarded a ‘Best Dissertation Award’ from the Faculty and the ‘Special Commendation Award’ from the British Council ELT Master’s Dissertation Competition. She holds a BA in Translation from Nankai University in China during which she was awarded the National Scholarship from the Ministry of Education.

 

Publications

Xie, Y. & Liu. Y. (2021). Who do you hand out with? How Chinese students’ social networks relate to perceived oral proficiency gains during study abroad experiences. Study Abroad Research in Second Language Acquisition and International Education, 6(1), 59-90.

Elena Tsvetkova is a doctoral student in the Department of Education conducting research in the field of Higher Education. Elena is a recipient of the Hill Foundation Scholarship, and she works under the supervision of Professor Alis Oancea and Professor Simon Marginson.

Before joining the DPhil programme, she obtained a Specialist degree in Linguistics and Methods of Teaching Foreign Languages and Cultures (Hons) from Moscow State Linguistic University and an MA in Educational Leadership (Distinction) from the University of Manchester.

Currently, Elena’s research interests lie in the realm of educational policy and practice, in particular excellence initiatives and university rankings, academic work and teaching & learning in higher education.

Publications

Tsvetkova, E., & Lomer, S. (2019). Academic excellence as “competitiveness enhancement” in Russian higher education. International Journal of Comparative Education and Development.

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

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

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

Selected Publications

BOOKS

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

BOOK CHAPTERS

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

JOURNAL ARTICLES

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

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

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

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

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

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Margo is a DPhil student in the Department of Education. Her research interests focus on professional and vocational education as well as social mobility and social inclusivity in the context of higher education.

Margo’s DPhil research aims to examine Master of Business Administration (MBAs) programs as a means of human capital acquisition, and potential links between generation of this type of capital and social mobility for MBA students. She wants to explore to what extent generation of human capital can lead to social movements for MBA participants, and how this may be impacted by various social inclusion and meritocratic factors.

Prior to her DPhil studies at Oxford, Margo received a first class Master’s degree (with honours) in Financial Management at the University of Warsaw, completed PGCE in Business Education at University College London, and a Master’s degree in Educational Assessment at the University of Oxford. She also spent 15 years working in investment banking where alongside her M&A work, she developed interests in professional education, on-the-job learning, and coaching.

Yushan Xie is a Doctoral student in education and a Clarendon scholar at the University of Oxford. Her research is fully funded by the Clarendon Fund and Brasenose College.

Her research focuses on the self-formation of students of rural backgrounds in universities in China, against the backdrop of higher education massification, urbanisation and digitalisation.

Prior to Oxford, Yushan worked as a social entrepreneur in rural Hunan Province and educational policy researcher which enabled her to conduct health and education intervention research in the rural west of China, including Xinjiang, Qinghai, Gansu, Sichuan, Yunnan and Guizhou Provinces. She also gained professional experience in working as a youth culture researcher in a leading Chinese consulting firm.

Yushan completed her MPhil in Education from Cambridge University where she was awarded a ‘Best Dissertation Award’ from the Faculty and the ‘Special Commendation Award’ from the British Council ELT Master’s Dissertation Competition. She holds a BA in Translation from Nankai University in China during which she was awarded the National Scholarship from the Ministry of Education.

 

Publications

Xie, Y. & Liu. Y. (2021). Who do you hand out with? How Chinese students’ social networks relate to perceived oral proficiency gains during study abroad experiences. Study Abroad Research in Second Language Acquisition and International Education, 6(1), 59-90.

Elena Tsvetkova is a doctoral student in the Department of Education conducting research in the field of Higher Education. Elena is a recipient of the Hill Foundation Scholarship, and she works under the supervision of Professor Alis Oancea and Professor Simon Marginson.

Before joining the DPhil programme, she obtained a Specialist degree in Linguistics and Methods of Teaching Foreign Languages and Cultures (Hons) from Moscow State Linguistic University and an MA in Educational Leadership (Distinction) from the University of Manchester.

Currently, Elena’s research interests lie in the realm of educational policy and practice, in particular excellence initiatives and university rankings, academic work and teaching & learning in higher education.

Publications

Tsvetkova, E., & Lomer, S. (2019). Academic excellence as “competitiveness enhancement” in Russian higher education. International Journal of Comparative Education and Development.

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

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

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

Selected Publications

BOOKS

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

BOOK CHAPTERS

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

JOURNAL ARTICLES

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

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

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

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

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

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Margo is a DPhil student in the Department of Education. Her research interests focus on professional and vocational education as well as social mobility and social inclusivity in the context of higher education.

Margo’s DPhil research aims to examine Master of Business Administration (MBAs) programs as a means of human capital acquisition, and potential links between generation of this type of capital and social mobility for MBA students. She wants to explore to what extent generation of human capital can lead to social movements for MBA participants, and how this may be impacted by various social inclusion and meritocratic factors.

Prior to her DPhil studies at Oxford, Margo received a first class Master’s degree (with honours) in Financial Management at the University of Warsaw, completed PGCE in Business Education at University College London, and a Master’s degree in Educational Assessment at the University of Oxford. She also spent 15 years working in investment banking where alongside her M&A work, she developed interests in professional education, on-the-job learning, and coaching.

Yushan Xie is a Doctoral student in education and a Clarendon scholar at the University of Oxford. Her research is fully funded by the Clarendon Fund and Brasenose College.

Her research focuses on the self-formation of students of rural backgrounds in universities in China, against the backdrop of higher education massification, urbanisation and digitalisation.

Prior to Oxford, Yushan worked as a social entrepreneur in rural Hunan Province and educational policy researcher which enabled her to conduct health and education intervention research in the rural west of China, including Xinjiang, Qinghai, Gansu, Sichuan, Yunnan and Guizhou Provinces. She also gained professional experience in working as a youth culture researcher in a leading Chinese consulting firm.

Yushan completed her MPhil in Education from Cambridge University where she was awarded a ‘Best Dissertation Award’ from the Faculty and the ‘Special Commendation Award’ from the British Council ELT Master’s Dissertation Competition. She holds a BA in Translation from Nankai University in China during which she was awarded the National Scholarship from the Ministry of Education.

 

Publications

Xie, Y. & Liu. Y. (2021). Who do you hand out with? How Chinese students’ social networks relate to perceived oral proficiency gains during study abroad experiences. Study Abroad Research in Second Language Acquisition and International Education, 6(1), 59-90.

Elena Tsvetkova is a doctoral student in the Department of Education conducting research in the field of Higher Education. Elena is a recipient of the Hill Foundation Scholarship, and she works under the supervision of Professor Alis Oancea and Professor Simon Marginson.

Before joining the DPhil programme, she obtained a Specialist degree in Linguistics and Methods of Teaching Foreign Languages and Cultures (Hons) from Moscow State Linguistic University and an MA in Educational Leadership (Distinction) from the University of Manchester.

Currently, Elena’s research interests lie in the realm of educational policy and practice, in particular excellence initiatives and university rankings, academic work and teaching & learning in higher education.

Publications

Tsvetkova, E., & Lomer, S. (2019). Academic excellence as “competitiveness enhancement” in Russian higher education. International Journal of Comparative Education and Development.

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

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

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

Selected Publications

BOOKS

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

BOOK CHAPTERS

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

JOURNAL ARTICLES

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

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

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

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

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

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Margo is a DPhil student in the Department of Education. Her research interests focus on professional and vocational education as well as social mobility and social inclusivity in the context of higher education.

Margo’s DPhil research aims to examine Master of Business Administration (MBAs) programs as a means of human capital acquisition, and potential links between generation of this type of capital and social mobility for MBA students. She wants to explore to what extent generation of human capital can lead to social movements for MBA participants, and how this may be impacted by various social inclusion and meritocratic factors.

Prior to her DPhil studies at Oxford, Margo received a first class Master’s degree (with honours) in Financial Management at the University of Warsaw, completed PGCE in Business Education at University College London, and a Master’s degree in Educational Assessment at the University of Oxford. She also spent 15 years working in investment banking where alongside her M&A work, she developed interests in professional education, on-the-job learning, and coaching.

Yushan Xie is a Doctoral student in education and a Clarendon scholar at the University of Oxford. Her research is fully funded by the Clarendon Fund and Brasenose College.

Her research focuses on the self-formation of students of rural backgrounds in universities in China, against the backdrop of higher education massification, urbanisation and digitalisation.

Prior to Oxford, Yushan worked as a social entrepreneur in rural Hunan Province and educational policy researcher which enabled her to conduct health and education intervention research in the rural west of China, including Xinjiang, Qinghai, Gansu, Sichuan, Yunnan and Guizhou Provinces. She also gained professional experience in working as a youth culture researcher in a leading Chinese consulting firm.

Yushan completed her MPhil in Education from Cambridge University where she was awarded a ‘Best Dissertation Award’ from the Faculty and the ‘Special Commendation Award’ from the British Council ELT Master’s Dissertation Competition. She holds a BA in Translation from Nankai University in China during which she was awarded the National Scholarship from the Ministry of Education.

 

Publications

Xie, Y. & Liu. Y. (2021). Who do you hand out with? How Chinese students’ social networks relate to perceived oral proficiency gains during study abroad experiences. Study Abroad Research in Second Language Acquisition and International Education, 6(1), 59-90.

Elena Tsvetkova is a doctoral student in the Department of Education conducting research in the field of Higher Education. Elena is a recipient of the Hill Foundation Scholarship, and she works under the supervision of Professor Alis Oancea and Professor Simon Marginson.

Before joining the DPhil programme, she obtained a Specialist degree in Linguistics and Methods of Teaching Foreign Languages and Cultures (Hons) from Moscow State Linguistic University and an MA in Educational Leadership (Distinction) from the University of Manchester.

Currently, Elena’s research interests lie in the realm of educational policy and practice, in particular excellence initiatives and university rankings, academic work and teaching & learning in higher education.

Publications

Tsvetkova, E., & Lomer, S. (2019). Academic excellence as “competitiveness enhancement” in Russian higher education. International Journal of Comparative Education and Development.

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

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

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

Selected Publications

BOOKS

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

BOOK CHAPTERS

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

JOURNAL ARTICLES

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

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

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

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

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

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Margo is a DPhil student in the Department of Education. Her research interests focus on professional and vocational education as well as social mobility and social inclusivity in the context of higher education.

Margo’s DPhil research aims to examine Master of Business Administration (MBAs) programs as a means of human capital acquisition, and potential links between generation of this type of capital and social mobility for MBA students. She wants to explore to what extent generation of human capital can lead to social movements for MBA participants, and how this may be impacted by various social inclusion and meritocratic factors.

Prior to her DPhil studies at Oxford, Margo received a first class Master’s degree (with honours) in Financial Management at the University of Warsaw, completed PGCE in Business Education at University College London, and a Master’s degree in Educational Assessment at the University of Oxford. She also spent 15 years working in investment banking where alongside her M&A work, she developed interests in professional education, on-the-job learning, and coaching.

Yushan Xie is a Doctoral student in education and a Clarendon scholar at the University of Oxford. Her research is fully funded by the Clarendon Fund and Brasenose College.

Her research focuses on the self-formation of students of rural backgrounds in universities in China, against the backdrop of higher education massification, urbanisation and digitalisation.

Prior to Oxford, Yushan worked as a social entrepreneur in rural Hunan Province and educational policy researcher which enabled her to conduct health and education intervention research in the rural west of China, including Xinjiang, Qinghai, Gansu, Sichuan, Yunnan and Guizhou Provinces. She also gained professional experience in working as a youth culture researcher in a leading Chinese consulting firm.

Yushan completed her MPhil in Education from Cambridge University where she was awarded a ‘Best Dissertation Award’ from the Faculty and the ‘Special Commendation Award’ from the British Council ELT Master’s Dissertation Competition. She holds a BA in Translation from Nankai University in China during which she was awarded the National Scholarship from the Ministry of Education.

 

Publications

Xie, Y. & Liu. Y. (2021). Who do you hand out with? How Chinese students’ social networks relate to perceived oral proficiency gains during study abroad experiences. Study Abroad Research in Second Language Acquisition and International Education, 6(1), 59-90.

Elena Tsvetkova is a doctoral student in the Department of Education conducting research in the field of Higher Education. Elena is a recipient of the Hill Foundation Scholarship, and she works under the supervision of Professor Alis Oancea and Professor Simon Marginson.

Before joining the DPhil programme, she obtained a Specialist degree in Linguistics and Methods of Teaching Foreign Languages and Cultures (Hons) from Moscow State Linguistic University and an MA in Educational Leadership (Distinction) from the University of Manchester.

Currently, Elena’s research interests lie in the realm of educational policy and practice, in particular excellence initiatives and university rankings, academic work and teaching & learning in higher education.

Publications

Tsvetkova, E., & Lomer, S. (2019). Academic excellence as “competitiveness enhancement” in Russian higher education. International Journal of Comparative Education and Development.

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

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

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

Selected Publications

BOOKS

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

BOOK CHAPTERS

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

JOURNAL ARTICLES

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

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

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

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

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

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Margo is a DPhil student in the Department of Education. Her research interests focus on professional and vocational education as well as social mobility and social inclusivity in the context of higher education.

Margo’s DPhil research aims to examine Master of Business Administration (MBAs) programs as a means of human capital acquisition, and potential links between generation of this type of capital and social mobility for MBA students. She wants to explore to what extent generation of human capital can lead to social movements for MBA participants, and how this may be impacted by various social inclusion and meritocratic factors.

Prior to her DPhil studies at Oxford, Margo received a first class Master’s degree (with honours) in Financial Management at the University of Warsaw, completed PGCE in Business Education at University College London, and a Master’s degree in Educational Assessment at the University of Oxford. She also spent 15 years working in investment banking where alongside her M&A work, she developed interests in professional education, on-the-job learning, and coaching.

Yushan Xie is a Doctoral student in education and a Clarendon scholar at the University of Oxford. Her research is fully funded by the Clarendon Fund and Brasenose College.

Her research focuses on the self-formation of students of rural backgrounds in universities in China, against the backdrop of higher education massification, urbanisation and digitalisation.

Prior to Oxford, Yushan worked as a social entrepreneur in rural Hunan Province and educational policy researcher which enabled her to conduct health and education intervention research in the rural west of China, including Xinjiang, Qinghai, Gansu, Sichuan, Yunnan and Guizhou Provinces. She also gained professional experience in working as a youth culture researcher in a leading Chinese consulting firm.

Yushan completed her MPhil in Education from Cambridge University where she was awarded a ‘Best Dissertation Award’ from the Faculty and the ‘Special Commendation Award’ from the British Council ELT Master’s Dissertation Competition. She holds a BA in Translation from Nankai University in China during which she was awarded the National Scholarship from the Ministry of Education.

 

Publications

Xie, Y. & Liu. Y. (2021). Who do you hand out with? How Chinese students’ social networks relate to perceived oral proficiency gains during study abroad experiences. Study Abroad Research in Second Language Acquisition and International Education, 6(1), 59-90.

Elena Tsvetkova is a doctoral student in the Department of Education conducting research in the field of Higher Education. Elena is a recipient of the Hill Foundation Scholarship, and she works under the supervision of Professor Alis Oancea and Professor Simon Marginson.

Before joining the DPhil programme, she obtained a Specialist degree in Linguistics and Methods of Teaching Foreign Languages and Cultures (Hons) from Moscow State Linguistic University and an MA in Educational Leadership (Distinction) from the University of Manchester.

Currently, Elena’s research interests lie in the realm of educational policy and practice, in particular excellence initiatives and university rankings, academic work and teaching & learning in higher education.

Publications

Tsvetkova, E., & Lomer, S. (2019). Academic excellence as “competitiveness enhancement” in Russian higher education. International Journal of Comparative Education and Development.

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

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

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

Selected Publications

BOOKS

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

BOOK CHAPTERS

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

JOURNAL ARTICLES

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

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

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

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

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

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Margo is a DPhil student in the Department of Education. Her research interests focus on professional and vocational education as well as social mobility and social inclusivity in the context of higher education.

Margo’s DPhil research aims to examine Master of Business Administration (MBAs) programs as a means of human capital acquisition, and potential links between generation of this type of capital and social mobility for MBA students. She wants to explore to what extent generation of human capital can lead to social movements for MBA participants, and how this may be impacted by various social inclusion and meritocratic factors.

Prior to her DPhil studies at Oxford, Margo received a first class Master’s degree (with honours) in Financial Management at the University of Warsaw, completed PGCE in Business Education at University College London, and a Master’s degree in Educational Assessment at the University of Oxford. She also spent 15 years working in investment banking where alongside her M&A work, she developed interests in professional education, on-the-job learning, and coaching.

Yushan Xie is a Doctoral student in education and a Clarendon scholar at the University of Oxford. Her research is fully funded by the Clarendon Fund and Brasenose College.

Her research focuses on the self-formation of students of rural backgrounds in universities in China, against the backdrop of higher education massification, urbanisation and digitalisation.

Prior to Oxford, Yushan worked as a social entrepreneur in rural Hunan Province and educational policy researcher which enabled her to conduct health and education intervention research in the rural west of China, including Xinjiang, Qinghai, Gansu, Sichuan, Yunnan and Guizhou Provinces. She also gained professional experience in working as a youth culture researcher in a leading Chinese consulting firm.

Yushan completed her MPhil in Education from Cambridge University where she was awarded a ‘Best Dissertation Award’ from the Faculty and the ‘Special Commendation Award’ from the British Council ELT Master’s Dissertation Competition. She holds a BA in Translation from Nankai University in China during which she was awarded the National Scholarship from the Ministry of Education.

 

Publications

Xie, Y. & Liu. Y. (2021). Who do you hand out with? How Chinese students’ social networks relate to perceived oral proficiency gains during study abroad experiences. Study Abroad Research in Second Language Acquisition and International Education, 6(1), 59-90.

Elena Tsvetkova is a doctoral student in the Department of Education conducting research in the field of Higher Education. Elena is a recipient of the Hill Foundation Scholarship, and she works under the supervision of Professor Alis Oancea and Professor Simon Marginson.

Before joining the DPhil programme, she obtained a Specialist degree in Linguistics and Methods of Teaching Foreign Languages and Cultures (Hons) from Moscow State Linguistic University and an MA in Educational Leadership (Distinction) from the University of Manchester.

Currently, Elena’s research interests lie in the realm of educational policy and practice, in particular excellence initiatives and university rankings, academic work and teaching & learning in higher education.

Publications

Tsvetkova, E., & Lomer, S. (2019). Academic excellence as “competitiveness enhancement” in Russian higher education. International Journal of Comparative Education and Development.

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

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

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

Selected Publications

BOOKS

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

BOOK CHAPTERS

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

JOURNAL ARTICLES

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

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

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

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

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

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Margo is a DPhil student in the Department of Education. Her research interests focus on professional and vocational education as well as social mobility and social inclusivity in the context of higher education.

Margo’s DPhil research aims to examine Master of Business Administration (MBAs) programs as a means of human capital acquisition, and potential links between generation of this type of capital and social mobility for MBA students. She wants to explore to what extent generation of human capital can lead to social movements for MBA participants, and how this may be impacted by various social inclusion and meritocratic factors.

Prior to her DPhil studies at Oxford, Margo received a first class Master’s degree (with honours) in Financial Management at the University of Warsaw, completed PGCE in Business Education at University College London, and a Master’s degree in Educational Assessment at the University of Oxford. She also spent 15 years working in investment banking where alongside her M&A work, she developed interests in professional education, on-the-job learning, and coaching.

Yushan Xie is a Doctoral student in education and a Clarendon scholar at the University of Oxford. Her research is fully funded by the Clarendon Fund and Brasenose College.

Her research focuses on the self-formation of students of rural backgrounds in universities in China, against the backdrop of higher education massification, urbanisation and digitalisation.

Prior to Oxford, Yushan worked as a social entrepreneur in rural Hunan Province and educational policy researcher which enabled her to conduct health and education intervention research in the rural west of China, including Xinjiang, Qinghai, Gansu, Sichuan, Yunnan and Guizhou Provinces. She also gained professional experience in working as a youth culture researcher in a leading Chinese consulting firm.

Yushan completed her MPhil in Education from Cambridge University where she was awarded a ‘Best Dissertation Award’ from the Faculty and the ‘Special Commendation Award’ from the British Council ELT Master’s Dissertation Competition. She holds a BA in Translation from Nankai University in China during which she was awarded the National Scholarship from the Ministry of Education.

 

Publications

Xie, Y. & Liu. Y. (2021). Who do you hand out with? How Chinese students’ social networks relate to perceived oral proficiency gains during study abroad experiences. Study Abroad Research in Second Language Acquisition and International Education, 6(1), 59-90.

Elena Tsvetkova is a doctoral student in the Department of Education conducting research in the field of Higher Education. Elena is a recipient of the Hill Foundation Scholarship, and she works under the supervision of Professor Alis Oancea and Professor Simon Marginson.

Before joining the DPhil programme, she obtained a Specialist degree in Linguistics and Methods of Teaching Foreign Languages and Cultures (Hons) from Moscow State Linguistic University and an MA in Educational Leadership (Distinction) from the University of Manchester.

Currently, Elena’s research interests lie in the realm of educational policy and practice, in particular excellence initiatives and university rankings, academic work and teaching & learning in higher education.

Publications

Tsvetkova, E., & Lomer, S. (2019). Academic excellence as “competitiveness enhancement” in Russian higher education. International Journal of Comparative Education and Development.

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

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

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

Selected Publications

BOOKS

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

BOOK CHAPTERS

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

JOURNAL ARTICLES

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

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

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

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

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

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Margo is a DPhil student in the Department of Education. Her research interests focus on professional and vocational education as well as social mobility and social inclusivity in the context of higher education.

Margo’s DPhil research aims to examine Master of Business Administration (MBAs) programs as a means of human capital acquisition, and potential links between generation of this type of capital and social mobility for MBA students. She wants to explore to what extent generation of human capital can lead to social movements for MBA participants, and how this may be impacted by various social inclusion and meritocratic factors.

Prior to her DPhil studies at Oxford, Margo received a first class Master’s degree (with honours) in Financial Management at the University of Warsaw, completed PGCE in Business Education at University College London, and a Master’s degree in Educational Assessment at the University of Oxford. She also spent 15 years working in investment banking where alongside her M&A work, she developed interests in professional education, on-the-job learning, and coaching.

Yushan Xie is a Doctoral student in education and a Clarendon scholar at the University of Oxford. Her research is fully funded by the Clarendon Fund and Brasenose College.

Her research focuses on the self-formation of students of rural backgrounds in universities in China, against the backdrop of higher education massification, urbanisation and digitalisation.

Prior to Oxford, Yushan worked as a social entrepreneur in rural Hunan Province and educational policy researcher which enabled her to conduct health and education intervention research in the rural west of China, including Xinjiang, Qinghai, Gansu, Sichuan, Yunnan and Guizhou Provinces. She also gained professional experience in working as a youth culture researcher in a leading Chinese consulting firm.

Yushan completed her MPhil in Education from Cambridge University where she was awarded a ‘Best Dissertation Award’ from the Faculty and the ‘Special Commendation Award’ from the British Council ELT Master’s Dissertation Competition. She holds a BA in Translation from Nankai University in China during which she was awarded the National Scholarship from the Ministry of Education.

 

Publications

Xie, Y. & Liu. Y. (2021). Who do you hand out with? How Chinese students’ social networks relate to perceived oral proficiency gains during study abroad experiences. Study Abroad Research in Second Language Acquisition and International Education, 6(1), 59-90.

Elena Tsvetkova is a doctoral student in the Department of Education conducting research in the field of Higher Education. Elena is a recipient of the Hill Foundation Scholarship, and she works under the supervision of Professor Alis Oancea and Professor Simon Marginson.

Before joining the DPhil programme, she obtained a Specialist degree in Linguistics and Methods of Teaching Foreign Languages and Cultures (Hons) from Moscow State Linguistic University and an MA in Educational Leadership (Distinction) from the University of Manchester.

Currently, Elena’s research interests lie in the realm of educational policy and practice, in particular excellence initiatives and university rankings, academic work and teaching & learning in higher education.

Publications

Tsvetkova, E., & Lomer, S. (2019). Academic excellence as “competitiveness enhancement” in Russian higher education. International Journal of Comparative Education and Development.

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

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

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

Selected Publications

BOOKS

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

BOOK CHAPTERS

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

JOURNAL ARTICLES

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

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

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

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

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

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Margo is a DPhil student in the Department of Education. Her research interests focus on professional and vocational education as well as social mobility and social inclusivity in the context of higher education.

Margo’s DPhil research aims to examine Master of Business Administration (MBAs) programs as a means of human capital acquisition, and potential links between generation of this type of capital and social mobility for MBA students. She wants to explore to what extent generation of human capital can lead to social movements for MBA participants, and how this may be impacted by various social inclusion and meritocratic factors.

Prior to her DPhil studies at Oxford, Margo received a first class Master’s degree (with honours) in Financial Management at the University of Warsaw, completed PGCE in Business Education at University College London, and a Master’s degree in Educational Assessment at the University of Oxford. She also spent 15 years working in investment banking where alongside her M&A work, she developed interests in professional education, on-the-job learning, and coaching.

Yushan Xie is a Doctoral student in education and a Clarendon scholar at the University of Oxford. Her research is fully funded by the Clarendon Fund and Brasenose College.

Her research focuses on the self-formation of students of rural backgrounds in universities in China, against the backdrop of higher education massification, urbanisation and digitalisation.

Prior to Oxford, Yushan worked as a social entrepreneur in rural Hunan Province and educational policy researcher which enabled her to conduct health and education intervention research in the rural west of China, including Xinjiang, Qinghai, Gansu, Sichuan, Yunnan and Guizhou Provinces. She also gained professional experience in working as a youth culture researcher in a leading Chinese consulting firm.

Yushan completed her MPhil in Education from Cambridge University where she was awarded a ‘Best Dissertation Award’ from the Faculty and the ‘Special Commendation Award’ from the British Council ELT Master’s Dissertation Competition. She holds a BA in Translation from Nankai University in China during which she was awarded the National Scholarship from the Ministry of Education.

 

Publications

Xie, Y. & Liu. Y. (2021). Who do you hand out with? How Chinese students’ social networks relate to perceived oral proficiency gains during study abroad experiences. Study Abroad Research in Second Language Acquisition and International Education, 6(1), 59-90.

Elena Tsvetkova is a doctoral student in the Department of Education conducting research in the field of Higher Education. Elena is a recipient of the Hill Foundation Scholarship, and she works under the supervision of Professor Alis Oancea and Professor Simon Marginson.

Before joining the DPhil programme, she obtained a Specialist degree in Linguistics and Methods of Teaching Foreign Languages and Cultures (Hons) from Moscow State Linguistic University and an MA in Educational Leadership (Distinction) from the University of Manchester.

Currently, Elena’s research interests lie in the realm of educational policy and practice, in particular excellence initiatives and university rankings, academic work and teaching & learning in higher education.

Publications

Tsvetkova, E., & Lomer, S. (2019). Academic excellence as “competitiveness enhancement” in Russian higher education. International Journal of Comparative Education and Development.

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

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

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

Selected Publications

BOOKS

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

BOOK CHAPTERS

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

JOURNAL ARTICLES

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

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

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

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

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

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Margo is a DPhil student in the Department of Education. Her research interests focus on professional and vocational education as well as social mobility and social inclusivity in the context of higher education.

Margo’s DPhil research aims to examine Master of Business Administration (MBAs) programs as a means of human capital acquisition, and potential links between generation of this type of capital and social mobility for MBA students. She wants to explore to what extent generation of human capital can lead to social movements for MBA participants, and how this may be impacted by various social inclusion and meritocratic factors.

Prior to her DPhil studies at Oxford, Margo received a first class Master’s degree (with honours) in Financial Management at the University of Warsaw, completed PGCE in Business Education at University College London, and a Master’s degree in Educational Assessment at the University of Oxford. She also spent 15 years working in investment banking where alongside her M&A work, she developed interests in professional education, on-the-job learning, and coaching.

Yushan Xie is a Doctoral student in education and a Clarendon scholar at the University of Oxford. Her research is fully funded by the Clarendon Fund and Brasenose College.

Her research focuses on the self-formation of students of rural backgrounds in universities in China, against the backdrop of higher education massification, urbanisation and digitalisation.

Prior to Oxford, Yushan worked as a social entrepreneur in rural Hunan Province and educational policy researcher which enabled her to conduct health and education intervention research in the rural west of China, including Xinjiang, Qinghai, Gansu, Sichuan, Yunnan and Guizhou Provinces. She also gained professional experience in working as a youth culture researcher in a leading Chinese consulting firm.

Yushan completed her MPhil in Education from Cambridge University where she was awarded a ‘Best Dissertation Award’ from the Faculty and the ‘Special Commendation Award’ from the British Council ELT Master’s Dissertation Competition. She holds a BA in Translation from Nankai University in China during which she was awarded the National Scholarship from the Ministry of Education.

 

Publications

Xie, Y. & Liu. Y. (2021). Who do you hand out with? How Chinese students’ social networks relate to perceived oral proficiency gains during study abroad experiences. Study Abroad Research in Second Language Acquisition and International Education, 6(1), 59-90.

Elena Tsvetkova is a doctoral student in the Department of Education conducting research in the field of Higher Education. Elena is a recipient of the Hill Foundation Scholarship, and she works under the supervision of Professor Alis Oancea and Professor Simon Marginson.

Before joining the DPhil programme, she obtained a Specialist degree in Linguistics and Methods of Teaching Foreign Languages and Cultures (Hons) from Moscow State Linguistic University and an MA in Educational Leadership (Distinction) from the University of Manchester.

Currently, Elena’s research interests lie in the realm of educational policy and practice, in particular excellence initiatives and university rankings, academic work and teaching & learning in higher education.

Publications

Tsvetkova, E., & Lomer, S. (2019). Academic excellence as “competitiveness enhancement” in Russian higher education. International Journal of Comparative Education and Development.

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

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

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

Selected Publications

BOOKS

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

BOOK CHAPTERS

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

JOURNAL ARTICLES

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

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

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

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

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

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Margo is a DPhil student in the Department of Education. Her research interests focus on professional and vocational education as well as social mobility and social inclusivity in the context of higher education.

Margo’s DPhil research aims to examine Master of Business Administration (MBAs) programs as a means of human capital acquisition, and potential links between generation of this type of capital and social mobility for MBA students. She wants to explore to what extent generation of human capital can lead to social movements for MBA participants, and how this may be impacted by various social inclusion and meritocratic factors.

Prior to her DPhil studies at Oxford, Margo received a first class Master’s degree (with honours) in Financial Management at the University of Warsaw, completed PGCE in Business Education at University College London, and a Master’s degree in Educational Assessment at the University of Oxford. She also spent 15 years working in investment banking where alongside her M&A work, she developed interests in professional education, on-the-job learning, and coaching.

Yushan Xie is a Doctoral student in education and a Clarendon scholar at the University of Oxford. Her research is fully funded by the Clarendon Fund and Brasenose College.

Her research focuses on the self-formation of students of rural backgrounds in universities in China, against the backdrop of higher education massification, urbanisation and digitalisation.

Prior to Oxford, Yushan worked as a social entrepreneur in rural Hunan Province and educational policy researcher which enabled her to conduct health and education intervention research in the rural west of China, including Xinjiang, Qinghai, Gansu, Sichuan, Yunnan and Guizhou Provinces. She also gained professional experience in working as a youth culture researcher in a leading Chinese consulting firm.

Yushan completed her MPhil in Education from Cambridge University where she was awarded a ‘Best Dissertation Award’ from the Faculty and the ‘Special Commendation Award’ from the British Council ELT Master’s Dissertation Competition. She holds a BA in Translation from Nankai University in China during which she was awarded the National Scholarship from the Ministry of Education.

 

Publications

Xie, Y. & Liu. Y. (2021). Who do you hand out with? How Chinese students’ social networks relate to perceived oral proficiency gains during study abroad experiences. Study Abroad Research in Second Language Acquisition and International Education, 6(1), 59-90.

Elena Tsvetkova is a doctoral student in the Department of Education conducting research in the field of Higher Education. Elena is a recipient of the Hill Foundation Scholarship, and she works under the supervision of Professor Alis Oancea and Professor Simon Marginson.

Before joining the DPhil programme, she obtained a Specialist degree in Linguistics and Methods of Teaching Foreign Languages and Cultures (Hons) from Moscow State Linguistic University and an MA in Educational Leadership (Distinction) from the University of Manchester.

Currently, Elena’s research interests lie in the realm of educational policy and practice, in particular excellence initiatives and university rankings, academic work and teaching & learning in higher education.

Publications

Tsvetkova, E., & Lomer, S. (2019). Academic excellence as “competitiveness enhancement” in Russian higher education. International Journal of Comparative Education and Development.

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

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

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

Selected Publications

BOOKS

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

BOOK CHAPTERS

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

JOURNAL ARTICLES

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

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

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

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

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

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Margo is a DPhil student in the Department of Education. Her research interests focus on professional and vocational education as well as social mobility and social inclusivity in the context of higher education.

Margo’s DPhil research aims to examine Master of Business Administration (MBAs) programs as a means of human capital acquisition, and potential links between generation of this type of capital and social mobility for MBA students. She wants to explore to what extent generation of human capital can lead to social movements for MBA participants, and how this may be impacted by various social inclusion and meritocratic factors.

Prior to her DPhil studies at Oxford, Margo received a first class Master’s degree (with honours) in Financial Management at the University of Warsaw, completed PGCE in Business Education at University College London, and a Master’s degree in Educational Assessment at the University of Oxford. She also spent 15 years working in investment banking where alongside her M&A work, she developed interests in professional education, on-the-job learning, and coaching.

Yushan Xie is a Doctoral student in education and a Clarendon scholar at the University of Oxford. Her research is fully funded by the Clarendon Fund and Brasenose College.

Her research focuses on the self-formation of students of rural backgrounds in universities in China, against the backdrop of higher education massification, urbanisation and digitalisation.

Prior to Oxford, Yushan worked as a social entrepreneur in rural Hunan Province and educational policy researcher which enabled her to conduct health and education intervention research in the rural west of China, including Xinjiang, Qinghai, Gansu, Sichuan, Yunnan and Guizhou Provinces. She also gained professional experience in working as a youth culture researcher in a leading Chinese consulting firm.

Yushan completed her MPhil in Education from Cambridge University where she was awarded a ‘Best Dissertation Award’ from the Faculty and the ‘Special Commendation Award’ from the British Council ELT Master’s Dissertation Competition. She holds a BA in Translation from Nankai University in China during which she was awarded the National Scholarship from the Ministry of Education.

 

Publications

Xie, Y. & Liu. Y. (2021). Who do you hand out with? How Chinese students’ social networks relate to perceived oral proficiency gains during study abroad experiences. Study Abroad Research in Second Language Acquisition and International Education, 6(1), 59-90.

Elena Tsvetkova is a doctoral student in the Department of Education conducting research in the field of Higher Education. Elena is a recipient of the Hill Foundation Scholarship, and she works under the supervision of Professor Alis Oancea and Professor Simon Marginson.

Before joining the DPhil programme, she obtained a Specialist degree in Linguistics and Methods of Teaching Foreign Languages and Cultures (Hons) from Moscow State Linguistic University and an MA in Educational Leadership (Distinction) from the University of Manchester.

Currently, Elena’s research interests lie in the realm of educational policy and practice, in particular excellence initiatives and university rankings, academic work and teaching & learning in higher education.

Publications

Tsvetkova, E., & Lomer, S. (2019). Academic excellence as “competitiveness enhancement” in Russian higher education. International Journal of Comparative Education and Development.

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

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

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

Selected Publications

BOOKS

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

BOOK CHAPTERS

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

JOURNAL ARTICLES

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

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

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

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

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

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Margo is a DPhil student in the Department of Education. Her research interests focus on professional and vocational education as well as social mobility and social inclusivity in the context of higher education.

Margo’s DPhil research aims to examine Master of Business Administration (MBAs) programs as a means of human capital acquisition, and potential links between generation of this type of capital and social mobility for MBA students. She wants to explore to what extent generation of human capital can lead to social movements for MBA participants, and how this may be impacted by various social inclusion and meritocratic factors.

Prior to her DPhil studies at Oxford, Margo received a first class Master’s degree (with honours) in Financial Management at the University of Warsaw, completed PGCE in Business Education at University College London, and a Master’s degree in Educational Assessment at the University of Oxford. She also spent 15 years working in investment banking where alongside her M&A work, she developed interests in professional education, on-the-job learning, and coaching.

Yushan Xie is a Doctoral student in education and a Clarendon scholar at the University of Oxford. Her research is fully funded by the Clarendon Fund and Brasenose College.

Her research focuses on the self-formation of students of rural backgrounds in universities in China, against the backdrop of higher education massification, urbanisation and digitalisation.

Prior to Oxford, Yushan worked as a social entrepreneur in rural Hunan Province and educational policy researcher which enabled her to conduct health and education intervention research in the rural west of China, including Xinjiang, Qinghai, Gansu, Sichuan, Yunnan and Guizhou Provinces. She also gained professional experience in working as a youth culture researcher in a leading Chinese consulting firm.

Yushan completed her MPhil in Education from Cambridge University where she was awarded a ‘Best Dissertation Award’ from the Faculty and the ‘Special Commendation Award’ from the British Council ELT Master’s Dissertation Competition. She holds a BA in Translation from Nankai University in China during which she was awarded the National Scholarship from the Ministry of Education.

 

Publications

Xie, Y. & Liu. Y. (2021). Who do you hand out with? How Chinese students’ social networks relate to perceived oral proficiency gains during study abroad experiences. Study Abroad Research in Second Language Acquisition and International Education, 6(1), 59-90.

Elena Tsvetkova is a doctoral student in the Department of Education conducting research in the field of Higher Education. Elena is a recipient of the Hill Foundation Scholarship, and she works under the supervision of Professor Alis Oancea and Professor Simon Marginson.

Before joining the DPhil programme, she obtained a Specialist degree in Linguistics and Methods of Teaching Foreign Languages and Cultures (Hons) from Moscow State Linguistic University and an MA in Educational Leadership (Distinction) from the University of Manchester.

Currently, Elena’s research interests lie in the realm of educational policy and practice, in particular excellence initiatives and university rankings, academic work and teaching & learning in higher education.

Publications

Tsvetkova, E., & Lomer, S. (2019). Academic excellence as “competitiveness enhancement” in Russian higher education. International Journal of Comparative Education and Development.

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

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

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

Selected Publications

BOOKS

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

BOOK CHAPTERS

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

JOURNAL ARTICLES

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

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

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

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

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

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Margo is a DPhil student in the Department of Education. Her research interests focus on professional and vocational education as well as social mobility and social inclusivity in the context of higher education.

Margo’s DPhil research aims to examine Master of Business Administration (MBAs) programs as a means of human capital acquisition, and potential links between generation of this type of capital and social mobility for MBA students. She wants to explore to what extent generation of human capital can lead to social movements for MBA participants, and how this may be impacted by various social inclusion and meritocratic factors.

Prior to her DPhil studies at Oxford, Margo received a first class Master’s degree (with honours) in Financial Management at the University of Warsaw, completed PGCE in Business Education at University College London, and a Master’s degree in Educational Assessment at the University of Oxford. She also spent 15 years working in investment banking where alongside her M&A work, she developed interests in professional education, on-the-job learning, and coaching.

Yushan Xie is a Doctoral student in education and a Clarendon scholar at the University of Oxford. Her research is fully funded by the Clarendon Fund and Brasenose College.

Her research focuses on the self-formation of students of rural backgrounds in universities in China, against the backdrop of higher education massification, urbanisation and digitalisation.

Prior to Oxford, Yushan worked as a social entrepreneur in rural Hunan Province and educational policy researcher which enabled her to conduct health and education intervention research in the rural west of China, including Xinjiang, Qinghai, Gansu, Sichuan, Yunnan and Guizhou Provinces. She also gained professional experience in working as a youth culture researcher in a leading Chinese consulting firm.

Yushan completed her MPhil in Education from Cambridge University where she was awarded a ‘Best Dissertation Award’ from the Faculty and the ‘Special Commendation Award’ from the British Council ELT Master’s Dissertation Competition. She holds a BA in Translation from Nankai University in China during which she was awarded the National Scholarship from the Ministry of Education.

 

Publications

Xie, Y. & Liu. Y. (2021). Who do you hand out with? How Chinese students’ social networks relate to perceived oral proficiency gains during study abroad experiences. Study Abroad Research in Second Language Acquisition and International Education, 6(1), 59-90.

Elena Tsvetkova is a doctoral student in the Department of Education conducting research in the field of Higher Education. Elena is a recipient of the Hill Foundation Scholarship, and she works under the supervision of Professor Alis Oancea and Professor Simon Marginson.

Before joining the DPhil programme, she obtained a Specialist degree in Linguistics and Methods of Teaching Foreign Languages and Cultures (Hons) from Moscow State Linguistic University and an MA in Educational Leadership (Distinction) from the University of Manchester.

Currently, Elena’s research interests lie in the realm of educational policy and practice, in particular excellence initiatives and university rankings, academic work and teaching & learning in higher education.

Publications

Tsvetkova, E., & Lomer, S. (2019). Academic excellence as “competitiveness enhancement” in Russian higher education. International Journal of Comparative Education and Development.

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

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

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

Selected Publications

BOOKS

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

BOOK CHAPTERS

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

JOURNAL ARTICLES

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

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

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

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

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

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Margo is a DPhil student in the Department of Education. Her research interests focus on professional and vocational education as well as social mobility and social inclusivity in the context of higher education.

Margo’s DPhil research aims to examine Master of Business Administration (MBAs) programs as a means of human capital acquisition, and potential links between generation of this type of capital and social mobility for MBA students. She wants to explore to what extent generation of human capital can lead to social movements for MBA participants, and how this may be impacted by various social inclusion and meritocratic factors.

Prior to her DPhil studies at Oxford, Margo received a first class Master’s degree (with honours) in Financial Management at the University of Warsaw, completed PGCE in Business Education at University College London, and a Master’s degree in Educational Assessment at the University of Oxford. She also spent 15 years working in investment banking where alongside her M&A work, she developed interests in professional education, on-the-job learning, and coaching.

Yushan Xie is a Doctoral student in education and a Clarendon scholar at the University of Oxford. Her research is fully funded by the Clarendon Fund and Brasenose College.

Her research focuses on the self-formation of students of rural backgrounds in universities in China, against the backdrop of higher education massification, urbanisation and digitalisation.

Prior to Oxford, Yushan worked as a social entrepreneur in rural Hunan Province and educational policy researcher which enabled her to conduct health and education intervention research in the rural west of China, including Xinjiang, Qinghai, Gansu, Sichuan, Yunnan and Guizhou Provinces. She also gained professional experience in working as a youth culture researcher in a leading Chinese consulting firm.

Yushan completed her MPhil in Education from Cambridge University where she was awarded a ‘Best Dissertation Award’ from the Faculty and the ‘Special Commendation Award’ from the British Council ELT Master’s Dissertation Competition. She holds a BA in Translation from Nankai University in China during which she was awarded the National Scholarship from the Ministry of Education.

 

Publications

Xie, Y. & Liu. Y. (2021). Who do you hand out with? How Chinese students’ social networks relate to perceived oral proficiency gains during study abroad experiences. Study Abroad Research in Second Language Acquisition and International Education, 6(1), 59-90.

Elena Tsvetkova is a doctoral student in the Department of Education conducting research in the field of Higher Education. Elena is a recipient of the Hill Foundation Scholarship, and she works under the supervision of Professor Alis Oancea and Professor Simon Marginson.

Before joining the DPhil programme, she obtained a Specialist degree in Linguistics and Methods of Teaching Foreign Languages and Cultures (Hons) from Moscow State Linguistic University and an MA in Educational Leadership (Distinction) from the University of Manchester.

Currently, Elena’s research interests lie in the realm of educational policy and practice, in particular excellence initiatives and university rankings, academic work and teaching & learning in higher education.

Publications

Tsvetkova, E., & Lomer, S. (2019). Academic excellence as “competitiveness enhancement” in Russian higher education. International Journal of Comparative Education and Development.

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

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

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

Selected Publications

BOOKS

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

BOOK CHAPTERS

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

JOURNAL ARTICLES

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

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

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

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

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

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Margo is a DPhil student in the Department of Education. Her research interests focus on professional and vocational education as well as social mobility and social inclusivity in the context of higher education.

Margo’s DPhil research aims to examine Master of Business Administration (MBAs) programs as a means of human capital acquisition, and potential links between generation of this type of capital and social mobility for MBA students. She wants to explore to what extent generation of human capital can lead to social movements for MBA participants, and how this may be impacted by various social inclusion and meritocratic factors.

Prior to her DPhil studies at Oxford, Margo received a first class Master’s degree (with honours) in Financial Management at the University of Warsaw, completed PGCE in Business Education at University College London, and a Master’s degree in Educational Assessment at the University of Oxford. She also spent 15 years working in investment banking where alongside her M&A work, she developed interests in professional education, on-the-job learning, and coaching.

Yushan Xie is a Doctoral student in education and a Clarendon scholar at the University of Oxford. Her research is fully funded by the Clarendon Fund and Brasenose College.

Her research focuses on the self-formation of students of rural backgrounds in universities in China, against the backdrop of higher education massification, urbanisation and digitalisation.

Prior to Oxford, Yushan worked as a social entrepreneur in rural Hunan Province and educational policy researcher which enabled her to conduct health and education intervention research in the rural west of China, including Xinjiang, Qinghai, Gansu, Sichuan, Yunnan and Guizhou Provinces. She also gained professional experience in working as a youth culture researcher in a leading Chinese consulting firm.

Yushan completed her MPhil in Education from Cambridge University where she was awarded a ‘Best Dissertation Award’ from the Faculty and the ‘Special Commendation Award’ from the British Council ELT Master’s Dissertation Competition. She holds a BA in Translation from Nankai University in China during which she was awarded the National Scholarship from the Ministry of Education.

 

Publications

Xie, Y. & Liu. Y. (2021). Who do you hand out with? How Chinese students’ social networks relate to perceived oral proficiency gains during study abroad experiences. Study Abroad Research in Second Language Acquisition and International Education, 6(1), 59-90.

Elena Tsvetkova is a doctoral student in the Department of Education conducting research in the field of Higher Education. Elena is a recipient of the Hill Foundation Scholarship, and she works under the supervision of Professor Alis Oancea and Professor Simon Marginson.

Before joining the DPhil programme, she obtained a Specialist degree in Linguistics and Methods of Teaching Foreign Languages and Cultures (Hons) from Moscow State Linguistic University and an MA in Educational Leadership (Distinction) from the University of Manchester.

Currently, Elena’s research interests lie in the realm of educational policy and practice, in particular excellence initiatives and university rankings, academic work and teaching & learning in higher education.

Publications

Tsvetkova, E., & Lomer, S. (2019). Academic excellence as “competitiveness enhancement” in Russian higher education. International Journal of Comparative Education and Development.

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

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

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

Selected Publications

BOOKS

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

BOOK CHAPTERS

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

JOURNAL ARTICLES

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

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

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

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

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

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Margo is a DPhil student in the Department of Education. Her research interests focus on professional and vocational education as well as social mobility and social inclusivity in the context of higher education.

Margo’s DPhil research aims to examine Master of Business Administration (MBAs) programs as a means of human capital acquisition, and potential links between generation of this type of capital and social mobility for MBA students. She wants to explore to what extent generation of human capital can lead to social movements for MBA participants, and how this may be impacted by various social inclusion and meritocratic factors.

Prior to her DPhil studies at Oxford, Margo received a first class Master’s degree (with honours) in Financial Management at the University of Warsaw, completed PGCE in Business Education at University College London, and a Master’s degree in Educational Assessment at the University of Oxford. She also spent 15 years working in investment banking where alongside her M&A work, she developed interests in professional education, on-the-job learning, and coaching.

Yushan Xie is a Doctoral student in education and a Clarendon scholar at the University of Oxford. Her research is fully funded by the Clarendon Fund and Brasenose College.

Her research focuses on the self-formation of students of rural backgrounds in universities in China, against the backdrop of higher education massification, urbanisation and digitalisation.

Prior to Oxford, Yushan worked as a social entrepreneur in rural Hunan Province and educational policy researcher which enabled her to conduct health and education intervention research in the rural west of China, including Xinjiang, Qinghai, Gansu, Sichuan, Yunnan and Guizhou Provinces. She also gained professional experience in working as a youth culture researcher in a leading Chinese consulting firm.

Yushan completed her MPhil in Education from Cambridge University where she was awarded a ‘Best Dissertation Award’ from the Faculty and the ‘Special Commendation Award’ from the British Council ELT Master’s Dissertation Competition. She holds a BA in Translation from Nankai University in China during which she was awarded the National Scholarship from the Ministry of Education.

 

Publications

Xie, Y. & Liu. Y. (2021). Who do you hand out with? How Chinese students’ social networks relate to perceived oral proficiency gains during study abroad experiences. Study Abroad Research in Second Language Acquisition and International Education, 6(1), 59-90.

Elena Tsvetkova is a doctoral student in the Department of Education conducting research in the field of Higher Education. Elena is a recipient of the Hill Foundation Scholarship, and she works under the supervision of Professor Alis Oancea and Professor Simon Marginson.

Before joining the DPhil programme, she obtained a Specialist degree in Linguistics and Methods of Teaching Foreign Languages and Cultures (Hons) from Moscow State Linguistic University and an MA in Educational Leadership (Distinction) from the University of Manchester.

Currently, Elena’s research interests lie in the realm of educational policy and practice, in particular excellence initiatives and university rankings, academic work and teaching & learning in higher education.

Publications

Tsvetkova, E., & Lomer, S. (2019). Academic excellence as “competitiveness enhancement” in Russian higher education. International Journal of Comparative Education and Development.

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

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

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

Selected Publications

BOOKS

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

BOOK CHAPTERS

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

JOURNAL ARTICLES

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

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

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

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

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

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Margo is a DPhil student in the Department of Education. Her research interests focus on professional and vocational education as well as social mobility and social inclusivity in the context of higher education.

Margo’s DPhil research aims to examine Master of Business Administration (MBAs) programs as a means of human capital acquisition, and potential links between generation of this type of capital and social mobility for MBA students. She wants to explore to what extent generation of human capital can lead to social movements for MBA participants, and how this may be impacted by various social inclusion and meritocratic factors.

Prior to her DPhil studies at Oxford, Margo received a first class Master’s degree (with honours) in Financial Management at the University of Warsaw, completed PGCE in Business Education at University College London, and a Master’s degree in Educational Assessment at the University of Oxford. She also spent 15 years working in investment banking where alongside her M&A work, she developed interests in professional education, on-the-job learning, and coaching.

Yushan Xie is a Doctoral student in education and a Clarendon scholar at the University of Oxford. Her research is fully funded by the Clarendon Fund and Brasenose College.

Her research focuses on the self-formation of students of rural backgrounds in universities in China, against the backdrop of higher education massification, urbanisation and digitalisation.

Prior to Oxford, Yushan worked as a social entrepreneur in rural Hunan Province and educational policy researcher which enabled her to conduct health and education intervention research in the rural west of China, including Xinjiang, Qinghai, Gansu, Sichuan, Yunnan and Guizhou Provinces. She also gained professional experience in working as a youth culture researcher in a leading Chinese consulting firm.

Yushan completed her MPhil in Education from Cambridge University where she was awarded a ‘Best Dissertation Award’ from the Faculty and the ‘Special Commendation Award’ from the British Council ELT Master’s Dissertation Competition. She holds a BA in Translation from Nankai University in China during which she was awarded the National Scholarship from the Ministry of Education.

 

Publications

Xie, Y. & Liu. Y. (2021). Who do you hand out with? How Chinese students’ social networks relate to perceived oral proficiency gains during study abroad experiences. Study Abroad Research in Second Language Acquisition and International Education, 6(1), 59-90.

Elena Tsvetkova is a doctoral student in the Department of Education conducting research in the field of Higher Education. Elena is a recipient of the Hill Foundation Scholarship, and she works under the supervision of Professor Alis Oancea and Professor Simon Marginson.

Before joining the DPhil programme, she obtained a Specialist degree in Linguistics and Methods of Teaching Foreign Languages and Cultures (Hons) from Moscow State Linguistic University and an MA in Educational Leadership (Distinction) from the University of Manchester.

Currently, Elena’s research interests lie in the realm of educational policy and practice, in particular excellence initiatives and university rankings, academic work and teaching & learning in higher education.

Publications

Tsvetkova, E., & Lomer, S. (2019). Academic excellence as “competitiveness enhancement” in Russian higher education. International Journal of Comparative Education and Development.

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

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

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

Selected Publications

BOOKS

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

BOOK CHAPTERS

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

JOURNAL ARTICLES

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

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

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

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

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

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Margo is a DPhil student in the Department of Education. Her research interests focus on professional and vocational education as well as social mobility and social inclusivity in the context of higher education.

Margo’s DPhil research aims to examine Master of Business Administration (MBAs) programs as a means of human capital acquisition, and potential links between generation of this type of capital and social mobility for MBA students. She wants to explore to what extent generation of human capital can lead to social movements for MBA participants, and how this may be impacted by various social inclusion and meritocratic factors.

Prior to her DPhil studies at Oxford, Margo received a first class Master’s degree (with honours) in Financial Management at the University of Warsaw, completed PGCE in Business Education at University College London, and a Master’s degree in Educational Assessment at the University of Oxford. She also spent 15 years working in investment banking where alongside her M&A work, she developed interests in professional education, on-the-job learning, and coaching.

Yushan Xie is a Doctoral student in education and a Clarendon scholar at the University of Oxford. Her research is fully funded by the Clarendon Fund and Brasenose College.

Her research focuses on the self-formation of students of rural backgrounds in universities in China, against the backdrop of higher education massification, urbanisation and digitalisation.

Prior to Oxford, Yushan worked as a social entrepreneur in rural Hunan Province and educational policy researcher which enabled her to conduct health and education intervention research in the rural west of China, including Xinjiang, Qinghai, Gansu, Sichuan, Yunnan and Guizhou Provinces. She also gained professional experience in working as a youth culture researcher in a leading Chinese consulting firm.

Yushan completed her MPhil in Education from Cambridge University where she was awarded a ‘Best Dissertation Award’ from the Faculty and the ‘Special Commendation Award’ from the British Council ELT Master’s Dissertation Competition. She holds a BA in Translation from Nankai University in China during which she was awarded the National Scholarship from the Ministry of Education.

 

Publications

Xie, Y. & Liu. Y. (2021). Who do you hand out with? How Chinese students’ social networks relate to perceived oral proficiency gains during study abroad experiences. Study Abroad Research in Second Language Acquisition and International Education, 6(1), 59-90.

Elena Tsvetkova is a doctoral student in the Department of Education conducting research in the field of