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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications

Minto Felix is a Doctoral student investigating research culture(s) in Indian higher education, exploring disciplinary, institutional, and system-level factors and their interrelationships. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research contribution of Indian universities to the economic and social development of the country.

Outside of Oxford, Minto is a Senior Consultant with the Nous Group, providing advice to private and public sectors and works extensively with UK higher education institutions. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia.

 

Darta is a DPhil student pursuing research in the field of global higher education.

Darta has a diverse academic and professional background. She holds a 1st class BA(Hons) degree in Finance and Business and a MSc in Education (Leadership and Policy). She has strengthened her academic achievements through research assistantships as well as working in financial accounting. Her journey has developed a global perspective and instigated academic curiosity regarding university global engagement.

Darta is particularly interested in understanding global flows within higher education as well as addressing the gap in literature on what constitutes a global higher education institution. Darta’s research explores global universities as through the lenses of social space and social networks. Her approach will employ creative, grounded methods to understand the global imaginary.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.

Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.

Prior to arriving at Oxford, Brooks was a Member of Parliament in UK Government and Minister of Civil Society. Before entering politics Brooks was a Senior Partner at Apollo Management LP a leading Private Equity Firm.

Brooks was educated at Oxford University where he received an MSc in Education and Harvard University where he received a BA in History at Harvard College and an MBA in Finance at Harvard Business School.

Brooks founded an education charity in Rwanda ten years ago called A Partner in Education (www.apartnerineducation.org) and has built a school for 300 children and a teacher training centre in Kigali.

Brooks Masters dissertation focused on Fine Motor Proficiency in Seven Year Old Children in Rwanda as a predictor of academic achievement. His doctorate will be focusing on seeking to explore the drivers of education policy in Rwanda through the lens of politicians with a view to better understanding the formal and informal influences on policymaking.

Publications
  • Housing First: Housing-led Solutions to Rough Sleeping and Homelessness, Centre for Social Justice (2017);  The Hidden Debt Bombshell (CPS, 2009); The Price of Irresponsibility (CPS, 2008); Simply Red – The True State of the Public Finances (CPS, 2006) Direct Democracy – An Agenda for a New Model Party (2005).

Adam, from Ethiopia, is interested in looking at the role of education in peacebuilding and conflicts.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

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

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

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

Publications

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

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

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

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

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

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

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

Kabira is a recipient of the Clarendon Scholarship. His research is funded by the Clarendon Fund.

Kabira is interested in improving learning outcomes for children in fragile and conflict – affected regions of the world, school health and nutrition programs, combatting gender-based violence and supporting children who are dealing with addiction.

His doctoral research focuses on education outcomes for young learners in Papua New Guinea who are addicted to psychoactive and carcinogenic betel quid.

Prior to moving to Oxford, Kabira was based in Washington DC, USA and worked for the World Bank and Save the Children on impact evaluations, learning assessments and improving the quality of education statistics in twenty-six countries of Sub-Saharan Africa, the Pacific, and the Middle East.

Kabira holds a Masters in Economics and Public Policy from Princeton University where he was a recipient of the Stokes’ Prize for exemplary academic achievement and public service leadership, a Masters in Development Economics from the School of Oriental and African Studies at London University where he graduated with distinction and an undergraduate degree in Economics and Statistics from St. Xavier’s College, Mumbai.

Research interests:

·       Education in conflict regions

·       Combatting school related gender-based violence (SRGBV)

·       School health and nutrition programs

·       Supporting children with addiction

 

Publications