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Viewing archives for Skills, Knowledge and Organisational Performance

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

 

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

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.

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.

“If I were to redesign the education system, I’d definitely bring in more vocational aspects to it, more play for young people and time for imaginations to run wild, try to develop a curriculum that was less assessment focused, more focused on being able to just be.”

 

Dr Susan James Relly, Director of SKOPE (the Centre on Skills, Knowledge and Organisational Performance), recently joined ‘The Educators’ podcast to discuss the value of practical learning and how role models can help young people reconsider what they are capable of. Listen to the podcast here.

As reported in today’s FE News article, “at a time of unprecedented disruption to education, BecomingX and Capita have interviewed eight of the UK’s top educators and commentators to explore how the education system can create a brighter future for the UK’s youth.”

Others interviewed in the series include Andria Zafirakou MBE, winner of the global teacher prize 2018, Lord Dr Michael Hastings CBE Chancellor of Regents University, and John Murphy, CEO of Oasis Community Learning. Listen to the full series here.

 

 

 

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Renyu completed her BA degree in Psychology at