Poverty and International Development

Education for Global Citizenship Unit

The Education for Global Citizenship Unit (EGCU) is located within CR&DALL within the Social Justice, Place and Lifelong Education Research Cluster in the School of Education at the University of Glasgow. It is coordinated by Dr Alan Britton while also drawing upon staff from across the wider School of Education in response to the specific needs of particular research and development projects.

Recent major projects led by the Unit have included research into embedding global citizenship into initial teacher education, and in teachers’ career-long professional development, as well as evaluations of various NGO and development projects that seek to enhance education, citizenship and intercultural understanding. The Unit has a growing portfolio of EU funded partnership work relating to intercultural education, the education of migrants and teacher professional development. Dr Britton also undertakes commissioned consultancy work in the field of project evaluation and impact assessment with third sector organisations. The Unit has also had recent lead responsibility for dissemination activities in relation to EU level Projects.

The Unit can contribute specific knowledge, understanding and experience of the connections between education, development and civic engagement, as well as more general expertise on Project Management, Evaluation, Dissemination.

Here are some of its projects:

  • Don't Waste Our Future - Building a European alliance of youngsters against food waste and for new models of sustainable development and consumption in the European Year of Development 2015, a major project funded through the European Union's Europeaid programme.
  • Impact Evaluation for the IDEAS (International Development Education Association of Scotland) project Teach Global Ambassadors Project (2013-2016) funded by the EC, and for IDEAS Global Learning Project (2013-2017) funded by the UK’s Department for International Development (DfID). These two separate Projects involve educational initiatives to enhance systems-wide capacity in multinational contexts around education and development. Dr Britton is Impact Evaluator for both. 
  • European Union Lifelong Learning Programme. Comenius Multilateral Project “Portfolio of Integration” (2011-2013). This Project sought to enhance the educational integration of marginalised new arrivals/immigrants. Dr Britton was the lead project manager for the UK as well as Dissemination coordinator for the wider multilateral partnership.
  • University of Glasgow First Steps Awards. Developing Educational Partnership with Just Trading Co. (2010) See:http://www.bbc.co.uk/news/uk-scotland-11095954. This was an economic and educational development project to support the business growth of a small NGO working in the field of fair trade and economic and social development in Malawi.
  • European Union Lifelong Learning Programme . Comenius Multilateral Project "Continuing Intercultural Professional Development in Europe" (CIPDE). (2007-2009). See:http://eacea.ec.europa.eu/llp/projects/public_parts/documents/comenius/acc_mes_final_report_2007/com_mp_133864_cipde.pdf. This Project, for which Dr Britton was the concept developer and PI, involved supporting the development of teachers’ intercultural understanding through online professional engagement across 5 European countries.
  • Department for International Development (DFID), Development Awareness and Teacher Professional Development, (2005-2008) and Learning and Teaching for Global Citizenship in Initial Teacher Education (2001-2004): Two Projects, led by the Global Citizenship Unit, that sought to enhance understanding of key development issues among education professionals and students, in partnership with Development NGOs.
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Voice, Choice and Control Beyond 2015

The Active Learning Centre (ALC), an NGO partner of CR&DALL, has been delivering active democracy projects across the world for 20 years, from Eastern Europe to South Asia and sub-Saharan Africa.
 
Earlier this month ALC took part in a British Council (BC) and London School of Economics (LSE) conference to discuss The Changing Shape of Gender Equality in South Asia and to develop a work plan to tackle gender inequality beyond 2015 when the current Millennium Development Goals (MDGs) end.
 
In July 2012, the UN Secretary General appointed a short life High Level Panel (HLP) of 26 members to set out a “bold and practical” vision of the post-2015 MDG development agenda.
 
On 30 May 2013 the HLP report called for by five big transformative shifts:
              

  1. Leave no one behind
  2. Put sustainable development at the core
  3. Transform economies for jobs and inclusive growth
  4. Build peace and effective, open and accountable institutions
  5. Forge a new global partnership.

 
However, campaigners across the globe argue that there must continue to be a stand alone MDG with a gender equality aim, as anything else would be a “step back”.
 
The conference agreed with this view, as it heard from educators, campaigners, academics and civil servants from UK, Afghanistan, Pakistan, India, Nepal and Bangladesh describe the plight of women and girls in South East Asia.
 
Topics discussed included the impact of economic growth, access to technology and information and better education and health services, all of which led to unprecedented changes for women and girls in the region. However, this progress was often “despite political and economic processes”.
 
The region also has a very active women’s movement that continues to make a significant contribution to development.
 
And contrary to popular opinion, women and girls are vital to the economic development of the region. Many industries where women are the largest part of the workforce, such as the garment industry the workforce is 80% female, are key to the region’s economic development
 
But despite the key role women and girls play in the region, major gender inequalities persist.
 
The conference heard how discrimination affects every stage of life. Girl children remain undervalued and are often excluded from education.
 
Early marriage and childbirth prevent young women from achieving their potential, and violence persists as a means of controlling the behaviour of women and girls.
 
There clearly remains much work to do before women and girls in South East Asia have their voice heard loud and clear so that they can make their own choices about their lives and so control their own destiny.
 
Post 2015, a stand alone gender equality goal would be a “bold and practical” step toward achieving equality for women and girls, wherever they live.

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CR&DALL Themes: 

Empowering Women as Leaders in Malawi

The Active Learning Centre (ALC), an NGO partner of CRADALL’s, has been delivering active democracy projects across the world for 20 years, from Eastern Europe to South East Asia and sub-Saharan Africa. ALC senior associates, Susan Dalgety and Danny Phillips, are just back from running democracy workshops in Malawi, working with the Ministry of Gender and the Women’s Legal Resources Centre (WOLREC) on a project, funded by the Scottish Government, to identify and train 2000 women to consider standing in the next year’s local government elections. ALC have recruited and trained 41 democracy development trainers who are based across the country. Working in pairs, they are out in the field identifying and recruiting women who may want to stand to be councillors. “Our training is the first rung on the ladder to getting elected,” says Susan. “We are searching for women who are thinking of standing. Women from a range of backgrounds: community activists, teachers, nurses, small businesswomen, women in political parties and independents. We want to give them a chance to seriously think about standing for election.” The project invites these women to take part in active democracy workshops. The workshops cover the rules and responsibilities for candidates: the financial commitment, how to register. More importantly the workshops help women to think about why they want to stand, what they want to see changed in the communities and how they can go about doing that. As Susan explains: “It is crucial that women are represented in local democracy in Malawi. Local government has important powers to run education, develop local infrastructure, run health services and ensure the supply of potable water. “While Malawi is making real progress for example, in health and literacy rates, and the country has enjoyed some economic growth over the last decade, significant gender inequalities persist and there big development challenges ahead. Women must be part of the decision making process, in communities, local government and parliament.” “Take the issue of water,” Danny explains. “Dirty water kills more people than malaria, HIV and road traffic accidents combined. Worldwide, dirty water kills 2000 children a day. “In Malawi, collecting water is women’s work. As you travel around the country you see women and girls of all ages walking many miles with huge buckets on their heads taking clean water to home to feed and wash their families. Girls who have to carry water are not at school. Women who have to carry water are not working in the fields growing food to feed their families.” He goes on: “Water is life, and to improve life women must be part of the conversation about water supply, where it should be, who can access it, how much do they invest in it. They need to be able to scrutinise government and NGOs’ water strategies to make sure money allocated to water infrastructure is used for its intended purpose – and is in the right place.” The project, Empowering Malawi Women as Leaders, forms part of the Government of Malawi’s 50-50 strategy to encourage more women to stand for election. For more information see www.emwal.org jordan release date | Women's Sneakers

CR&DALL Themes: 

British Academy Funded Partnerships (BAAP) Project

This partnership funded by the British Academy ran from 2006 to 2008 under the aegis of Julia Preece. The original partnership of universities in Glasgow, Botswana, Calabar (Nigeria) and Malawi has was joined by the National University of Lesotho in year two as an unfunded partner.

 

The partnership developed a distance learning introductory module on research methods and a research training manual to cover topics of writing research proposals, writing for publication.  In its second year it focused on developing a collaborative proposal to comparatively explore the impact of selected non-formal education programmes on poverty reduction.  The four original partners received support from the British Academy small grants scheme, while Lesotho received funds from the Kellogg Foundation.

 

Objectives of the collaborative study: The study sought to explore how selected NFE programmes are improving the livelihoods of vulnerable groups in Nigeria, Lesotho, Malawi and Botswana. It did this through a participatory, comparative case study approach drawing on action research methodology. The case studies were used to analyse similarities and differences in practices and outcomes through a critical theory approach.  Particular attention were paid to culture, gender relations, the nature of NFE, its skills curricula and methodologies, stakeholder and learner perceptions of poverty, learning outcomes and their perceived contributions to improving livelihoods, inhibiting factors and potentially beneficial changes for NFE provision.

 

The research questions were as follows: With reference to gender, culture and context: How does each country’s NFE vocational skills components of their literacy programmes contribute towards improving the livelihoods of their target groups? Specifically:

  1. What do the vocational skills components aim to do?
  2. How are they operating to achieve these aims?
  3. What are the outcomes as perceived by stakeholders?
  4. How can they be improved for poverty reduction?
  5. What are the differences and similarities in practices and outcomes between the two case studies?

 

The partner countries presented preliminary findings at the BAICE (British Association for International Comparative Education) conference in September 2008 at the University of Glasgow.

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CR&DALL Theme Tags: 

The Political Economy of Education Systems in Developing Countries

DFID Call for Rigorous Literature Reviews in Education (Oscar Valiente led by Dr. Mario Novelli, CIE, University of Sussex with Dr. Mehmet Ugur, Business School, University of Greenwich)

The team will prepare a conceptual framework on the political economy of education systems in developing countries drawing on theory and evidence from the fields of international education, political science, economics, and theories of “governance‟. The framework will set out the key conceptual issues and underpinning assumptions and it will be used to review and assess the existing evidence base.

The final report will include analysis of the implications of political economy research for policy and practice in education. It will also include recommendations on what types of research – and what research questions – will provide evidence-based options for responding to the outcomes of PEA (political economy and conflict analysis) and other types of analysis. Gender equity and factors relating to socio-economic status should be fundamental to the framework, which will also be a background contribution to DFID’s research programme on education and inter-generational poverty.

The review will deliver four integrated outcomes:

  1. A summary of the main insights from political economy analysis and its application to international development and policy reform;
  2. A rigorous review of the political economy analysis of education systems in developing countries;
  3. A critical evaluation of political economy assessment tools (PEAs) and monitoring/diagnostic tools (PETS, SABER etc); and
  4. A theoretical framework distilled from the preceding findings and aiming to inform future research and policy.
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CR&DALL Theme Tags: 

CR&DALL Contributions to the School of Education, College of Social Sciences and the University

CR&DALL leads on the School of Education’s theme of Adult Learning and Youth Transitions, and makes major contributions to the themes of Urban and Place-based Learning, and Migration and Refugee Education. A significant focus in all of its work is Sustainable Development and International Development in line with the UN’s Sustainable Development Goals (SDGs). A summary of these contributions, key projects and publications are found with the section Contributions to School of Education Themes, below. From its place within the School, the Centre also makes a significant contribution to the Inter-Disciplinary Research Themes of the College of Social Sciences. In particular the Centre’s work elides with the following themes: Sustainability; Digital Society and Economy; Addressing Inequalities; and Challenges in Changing Cities. Further details can be found in the section on Contributions to College of Social Sciences below. We also play an important part in work across the university; for example, through the work of Mia Perry through within the Sustainable Futures for Africa Network and the Centre for Sustainable Futures. CR&DALL members are also major contributors to the Glasgow Centre for International Development and CR&DALL’s work will inform and be informed by the newly established Advanced Research Centre (ARC) of the university, most particularly within the theme of international development, and in the pursuit of community engagement, working closely with the CIVIS network of European universities in creating an 'Open Lab'.

We will continue to work around these themes locally and globally in territories across the world. For example, we contributed directly to COP26 in Glasgow in November 2021 through the work of Ria Dunkley in the Dynamic Coast project, and through our contributions to the College of Social Sciences COP26 programme. In 2023 when the new OECD Programme for the International Assessment of Adult Competences (PIAAC) dataset is launched, we will take a leading role in analysing it.

CR&DALL is the host of the PASCAL Observatory on place, social capital and learning in Europe, and leads its work on learning cities.

 

Contributions to School of Education Themes

 

Adult Learning and Youth Transitions

Overall Aim: To assess the impact of learning opportunity in formal, non-formal and informal settings on the life courses of both young and older adults, including those who are most vulnerable in labour markets and at risk of social exclusion. This includes a focus on a range of groups excluded from, or marginalised/disadvantaged within, education by virtue of disability, gender, geography, incarceration, race and ethnicity, sexuality, religion, refugee/asylum seeker status, and socio-economic status, and a recognition of intersectionality.

Examples of our projects include the European Commission H2020 funded, YOUNG_ADULLLT - Policies Supporting Young Adults in their Lifecourse. It has contributed to developing new knowledge about the impact of LLL policies, better understanding of structural relationships and the functional match between education/training and the labour market, and identification of successful sustainable institutional solutions to mismatches. Another EC-funded project, Labour Market Efficiency of Tertiary Adult Education (LETAE), has assessed the role of lifelong learning for mid-career professional development in seven European countries. A major Global Challenges Research Fund (GCRF) project funded by the ESRC focuses on the role of dual apprenticeships in India and Mexico. Another EC-funded project, 'Employability in programme development (EPD): Establishing a labour market to higher education feedback loop drawing on local labour market intelligence', considers how labour market intelligence can be used to facilitate transitions from HE to the labour market.

 

Selected Current and Recent Projects

Better Start Blackpool – Activate and Community Development Research

Can dual apprenticeships create better and more equitable social and economic outcomes for young people?

Employability in programme development (EPD): Establishing a labour market to higher education feedback loop drawing on local labour market intelligence

Gendered Journeys: the trajectories of STEM students and graduates through higher education and into employment, in India and Rwanda

LETAE - Reinforce the Labour Efficiency of Tertiary Adult Education at Universities

Precarious work and future careers in the context of the gig economy in South Africa and China

Professional Learning Communities (PLC) in the Global South: a Systematic Literature Review

VisNET: Virtual in situ networking to reinvent the rules of international collaborations and reduce gender differences in academic careers

Workers by Self-Design: Digital Literacies and Women's Changing Roles in Unstable Environments

YOUNG_ADULLLT - LLL policies for young adults

 

A Selection of Publications from this theme [A-C] (click to expand/collapse)

Alla-Mensah, J. and McGrath, S. (2021) A capability approach to understanding the role of informal apprenticeship in the human development of informal apprentices. Journal of Vocational Education and Training,(doi: 10.1080/13636820.2021.1951332) (Early Online Publication)

Arday, J. and Jones, C. (2022) Same storm, different boats: the impact of COVID-19 on Black students and academic staff in UK and US higher education. Higher Education, (doi: 10.1007/s10734-022-00939-0) (Early Online Publication)

Arday, J. (2022) ‘More to prove and more to lose’: race, racism and precarious employment in higher education.British Journal of Sociology of Education, 43(4), pp. 513-533. (doi: 10.1080/01425692.2022.2074375)

Arday, J. (2022) The black professoriate: assessing the landscape within British higher education. On Education, 5(13), (doi: 10.17899/on_ed.2022.13.4)

Arday, J. (2022) Covid-19 and higher education: The Times They Are A’Changin. Educational Review, 74(3), pp. 365-377. (doi: 10.1080/00131911.2022.2076462)

Avis, J., Atkins, L., Esmond, B. and McGrath, S. (2021) Re-conceptualising VET: responses to covid-19. Journal of Vocational Education and Training, 73(1), pp. 1-23. (doi: 10.1080/13636820.2020.1861068)

Beetham, H., Collier, A., Czerniewicz, L., Lamb, B., Li, Y., Ross, J., Scott, A.-M. and Wilson, A. (2022) Surveillance practices, risks and responses in the post pandemic university. Digital Culture and Education, 14(1), pp. 16-37.

Benneworth, P. and Osborne, M. (2016) Institutional approaches to supporting university entrepreneurship education: fitting entrepreneurship within university institutional architectures. Journal of the European Higher Education Area, 2-2016, pp. 1-26.


Bhakta, D. and Boeren, E. (2016) Training needs of early career researchers in research-intensive universities. International Journal for Researcher Development, 7(1), pp. 84-102. (doi: 10.1108/IJRD-06-2015-0017)


Boeren, E. (2014) Evidence-based policy-making: the usability of the Eurostat Adult Education Survey.International Journal of Lifelong Education, 33(3), pp. 275-289. (doi: 10.1080/02601370.2014.891887)


Boeren, E. (2016) Lifelong Learning Participation in a Changing Policy Context. Palgrave Macmillan: London. ISBN 9781349684236 (doi:10.1057/9781137441836)


Boeren, E. (2017) Researching lifelong learning participation through an interdisciplinary lens. International Journal of Research and Method in Education, 40(3), pp. 299-310. (doi: 10.1080/1743727X.2017.1287893)


Boeren, E. (2017) Understanding adult lifelong learning participation as a layered problem. Studies in Continuing Education, 39(2), pp. 161-175. (doi: 10.1080/0158037X.2017.1310096)


Boeren, E. (2018) The methodological underdog: a review of quantitative research in the key adult education journals. Adult Education Quarterly, 68(1), pp. 63-79. (doi: 10.1177/0741713617739347)

Boeren, E. (2021) Are adult learners in Europe happier than non-learners? Statistical evidence from the European Social Survey. European Educational Research Journal, (doi: 10.1177/14749041211014608) (Early Online Publication)


Boeren, E. , Mackie, A. and Riddell, S. (2020) Employability pathways for young adults: lived experiences of learners and practitioners in Youth Guarantee programmes. International Journal of Lifelong Education, 39(1), pp. 119-131. (doi: 10.1080/02601370.2020.1728405)


Boeren, E. and Holford, J. (2016) Vocationalism varies (a lot): a 12-country multivariate analysis of participation in formal adult learning.Adult Education Quarterly, 66(2), pp. 120-142. (doi: 10.1177/0741713615624207)


Boeren, E. and James, N. (2017) Special Issue: advancing theory and research in widening participation.Studies in Continuing Education, 39(2), pp. 117-119. (doi: 10.1080/0158037X.2017.1318540)


Boeren, E. and James, N. (Eds.) (2018) Advancing Theory and Research in Widening Participation. Routledge: London ; New York. ISBN 9781138493315


Boeren, E. and James, N. (Eds.) (2019) Being an Adult Learner in Austere Times: Exploring the Contexts of Higher, Further and Community Education. Palgrave Macmillan: Cham. ISBN 9783319972077


Boeren, E. and Whittaker, S. (2018) A typology of education and training provisions for low educated adults: categories and definitions. Studies in the Education of Adults, 50(1), pp. 4-18.(doi: 10.1080/02660830.2018.1520017)

Boeren, E. and Íñiguez-Berrozpe, T. (2022) Unpacking PIAAC’s cognitive skills measurements through engagement with Bloom’s taxonomy. Studies in Educational Evaluation, 73, 101151. (doi: 10.1016/j.stueduc.2022.101151)

Boeren, E. and Rubenson, K. (2022) The Global Report on Adult Learning and Education (GRALE): strengths, weaknesses and future directions. International Review of Education, 68(2), pp. 291-308. (doi: 10.1007/s11159-022-09945-x)


Britton, A., Schweisfurth, M. and Slade, B. (2019) Of myths and monitoring: learner-centred education as a political project in Scotland. Comparative Education, 55(1), pp. 30-46. (doi: 10.1080/03050068.2018.1541667)


Brown, H. and Reid, K. (2021) Navigating infodemics, unlocking social capital and maintaining food security during the COVID-19 first wave in UK: older adults' experiences. International Journal of Environmental Research and Public Health, 18(14), 7220. (doi: 10.3390/ijerph18147220) (PMID:34299671)(PMCID:PMC8306598)

Cebula, C., Nicoll Baines, K., Lido, C. , Thijssen, J. H.J., Halliday, K., Hedge, N. , Mulvana, H. and Gauchotte-Lindsay, C. (2021) Inclusion in the time of COVID: 14 ways to seize the moment for change. Nature Index, 9 Feb.

Cheng, M., Kitigawa, F. and Osborne, M. (2017) The evolution of internationalisation strategy: a case study of the University of Nottingham in China. International Journal of Knowledge-Based Development, 8(3),(doi: 10.1504/IJKBD.2017.10007519)


Coburn, A. and Gormally, S. (2014) ‘They know what you are going through’: a service response to young people who have experienced the impact of domestic abuse. Journal of Youth Studies, 17(5), pp. 642-663. (doi: 10.1080/13676261.2013.844779)


Coburn, A. and Gormally, S. (2019) Youth work education: is the voluntary principle no longer reliable in defining youth work? Concept: The Journal of Contemporary Community Education Practice and Theory, 10(1),


Coburn, A. and Gormally, S. (2019) Youth work: converging and diverging responses in England and Scotland.Concept: The Journal of Contemporary Community Education Practice and Theory, 10(3),


Coburn, A. and Gormally, S. (2020) Defining well-being in community development from the ground up: a case study of participant and practitioner perspectives. Community Development Journal, 55(2), pp. 237-257. (doi: 10.1093/cdj/bsy048)

Collier, D. R. and Perry, M. (2021) Imagining research together and working across divides: Arts-informed research about young people’s (post) digital lives.Qualitative Research, (doi: 10.1177/14687941211010029) (Early Online Publication)


Crowther, J., Boeren, E. and Mackie, A.(2018) Yes or No? Older people, politics and the Scottish Referendum in 2014. Research on Ageing and Social Policy, 6(1), pp. 1-25. (doi: 10.17583/rasp.2018.3095)

Curran, S., Gormally, S. and Smith, C. (2022) Re-imagining approaches to learning and teaching: youth and community work education post COVID-19.Education Sciences, 12(3), 201. (doi: 10.3390/educsci12030201)

A Selection of Publications from this theme [D-H] (click to expand/collapse)

Dagar, P. (2019) Adult education In India from a subaltern perspective. Postcolonial Directions in Education, 8(1), pp. 61-77.

Dai, K. and Elliot, D. L. (2022) ‘Shi men’ as key doctoral practice: understanding international doctoral students’ learning communities and research culture in China.Oxford Review of Education, (doi: 10.1080/03054985.2022.2123309) (Early Online Publication)

Doyle, L. , Egetenmeyer, R., Singai, C.and Devi, U. (2016) Professionalisation as development and as regulation: adult Education in Germany, the United Kingdom and India. International Review of Education, 62(3), pp. 317-341. (doi: 10.1007/s11159-016-9560-y)


Elliot, D. L. (2022) A ‘doctoral compass’: strategic reflection, self-assessment and recalibration for navigating the ’twin’ doctoral journey. Studies in Higher Education, 47(8), pp. 1652-1665. (doi: 10.1080/03075079.2021.1946033)

Elliot, D. , Baumfield, V. and Reid, K. (2016) Searching for 'a third space’: a creative pathway towards international PhD students’ academic acculturation.Higher Education Research and Development, 35(6), pp. 1180-1195.(doi: 10.1080/07294360.2016.1144575)


Elliot, D. L. , Baumfield, V., Reid, K. and Makara, K. A. (2016) Hidden treasure: successful international doctoral students who found and harnessed the hidden curriculum. Oxford Review of Education, 42(6), pp. 733-748. (doi: 10.1080/03054985.2016.1229664)


Elliot, D. L. , Reid, K. and Baumfield, V. (2016) Beyond the amusement, puzzlement and challenges: an enquiry into international students’ academic acculturation. Studies in Higher Education, 41(12), pp. 2198-2217. (doi: 10.1080/03075079.2015.1029903)

Elliot, D. L. and Makara, K. A. (2021) An online community of international scholars: enabling spaces for reciprocal academic and psychological support.Innovations in Education and Teaching International, 58(6), pp. 693-703. (doi: 10.1080/14703297.2021.1991424)

Enslin, P. and Hedge, N. (2021) Trust and institutional values in higher education. In: Mahon, Á. (ed.) The Promise of the University: Reclaiming Humanity, Humility, and Hope. Series: Debating higher education: philosophical perspectives. Springer: Singapore, pp. 41-53. ISBN 9789811652769 (doi: 10.1007/978-981-16-5277-6_4)

Evangelista, Z. M., Lido, C. , Swingler, M. and Bohan, J.(2022) Exploring LGBT+ campus climate in the UK and Philippines: How prejudice and belonging shape inclusion in higher education. European Journal of Social Psychology, 52(2), pp. 342-360. (doi: 10.1002/ejsp.2801)


Findlay, J. and Hermannsson, K.(2019) Social origin and the financial feasibility of going to university: the role of wage penalties and availability of funding. Studies in Higher Education, 44(11), pp. 2025-2040. (doi: 10.1080/03075079.2018.1488160)


Fox, A. and Slade, B. (2014) What impact can organisations expect from professional doctorates? Professional Development in Education, 40(4), pp. 546-560.


Francis, B., Burke, P. and Read, B.(2014) The submergence and re-emergence of gender in undergraduate accounts of university experience.Gender and Education, 26(1), pp. 1-17.(doi: 10.1080/09540253.2013.860433)

Galloway, N. , Numajiri, T. and Rees, N. (2020) The ‘internationalisation’, or ‘Englishisation’, of higher education in East Asia. Higher Education, 80(3), pp. 395-414. (doi: 10.1007/s10734-019-00486-1)

Galloway, N. and McKinley, J. (2021) Englishization of Higher Education. In: Mohebbi, H. and Coombe, C. (eds.)Research Questions in Language Education and Applied Linguistics. Series: Springer texts in education. Springer, pp. 705-709. ISBN 9783030791421 (doi: 10.1007/978-3-030-79143-8_123)

Galloway, N. and Curle, S. (2022) “I just wanted to learn Japanese and visit Japan”: The incentives and attitudes of international students in English-Medium Instruction programmes in Japan. International Journal of Language Studies, 16(2), pp. 23-48.

Galloway, N. and Ruegg, R. (2022) English Medium Instruction (EMI) lecturer support needs in Japan and China. System, 105, 102728. (doi: 10.1016/j.system.2022.102728)

Gormally, S. (2015) 'I've been there, done that...: A study of youth gang desistancr. Youth Justice, 15(2), pp. 148-165. (doi: 10.1177/1473225414549679)


Gormally, S. (2020) "It' not being racist, but ... ": a youth gang and the creation of belonging based on "othering".Boyhood Studies, 12(2), pp. 70-88.(doi: 10.3167/bhs.2019.120205)


Gormally, S. and Coburn, A. (2014) Finding Nexus: connecting youth work and research practices. British Educational Research Journal, 40(5), pp. 869-885. (doi: 10.1002/berj.3118)

Gormally, S. , Coburn, A. and Beggan, E. (2021) Idealistic assertions or realistic possibilities in community and youth work education. Education Sciences, 11(9), 561.(doi: 10.3390/educsci11090561)

Guo, S. and Maitra, S. (2020) Decolonising Lifelong Learning in the Age of Transnational Migration. Routledge. ISBN 9780367436643

Hart, A.G., Adcock, D., Barr, M., Church, S., Clegg, T., Copland, S., De Meyer, K., Dunkley, R., Pateman, R.M., Underhill, R., Wyles, K. and Pocock, M.J.O., 2022. Understanding Engagement, Marketing, and Motivation to Benefit Recruitment and Retention in Citizen Science.  Citizen Science: Theory and Practice, 7(1), p.5. DOI: http://doi.org/10.5334/cstp.436


Hedge, N. and Mackenzie, A. (2015) Riots and reactions: hypocrisy and disaffiliation? Journal of Philosophy of Education, 49(3), pp. 329-346. (doi: 10.1111/1467-9752.12132)


Hermannsson, K. , Lisenkova, K., Lecca, P., McGregor, P. G. and Swales, J. K. (2017) The external benefits of higher education. Regional Studies, 51(7), pp. 1077-1088. (doi: 10.1080/00343404.2016.1172062)

Hermannsson, K. , Scandurra, R. and Graziano, M. (2021)The effect of higher education on youth unemployment in European regions during a period of economic instability. Journal of Education Finance, 46(4), pp. 477-495.


Hirsu, L., Qezada-Reyes, Z. and Hashemi, L. (2020) Moving SDG5 forward: women’s public engagement activities in higher education. Higher Education, (doi: 10.1007/s10734-020-00597-0) (Early Online Publication)


Hirsu, L. , Reyes, Z., Hashemi, L., Ketuly, K. A. and Mohammad, S. A. (2018) The role of gender mainstreaming in city-level interventions and leadership: examples from Manila, Duhok and Sanandaj. SUEUAA Thematic Paper Series, TPS 103/18. Working Paper. Centre for Research & Development in Adult and Lifelong Learning (CR&DALL), Glasgow. ISSN 2517-5548 (online) ISSN 2517-553X (Print).


Hirsu, L. , Reyes, Z., Ketuly, K. A., Mohammad, S. A., Azizi, N. and Mwaikokesya, M. (2018) Anchoring universities into (un)expected realities: the engagement role of universities in Asia and Africa. SUEUAA Thematic Paper Series, TPS 101/18. Working Paper. Centre for Research & Development in Adult and Lifelong Learning (CR&DALL), Glasgow. ISSN 2517-5548 (online) ISSN 2517-553X (Print).


Houston, M. , Azizi, N., Hashemi, L., Ketuly, K. A., Mohammad, S. A., Mwaikokesya, M., Nherera, C., Reyes, Z. and Swanepoel, E. (2019) Socio-economic development indicators and University engagement in partner countries and city regions. SUEUAA Thematic Paper Series, TPS 105/19.Working Paper. CR&DALL, Glasgow, UK.


Houston, M. , Krüger, K., Molas, A., Osborne, M. and Jiménez, L. (2016) Cooperation in work-oriented learning in higher education. PEOPLE: International Journal of Social Sciences, 2(1), pp. 685-705. (doi: 10.20319/pijss.2016.s21.685705)


Houston, M. , Osborne, M. and Rimmer, R. (2015) Private schooling and entry to medicine: a case study using matched samples and causal mediation analysis. BMC Medical Education, 15, 136. (doi: 10.1186/s12909-015-0415-1)


Hughes, G., Cooper, C., Gormally, S. and Rippingale, J. (2014) The state of youth work in austerity England – reclaiming the ability to ‘care’. Youth and Policy, 113, pp. 1-14.

A Selection of Publications from this theme [I-Q] (click to expand/collapse)

Imperiale, M. G. and Phipps, A. (2022) Cuts destroy, hurt, kill: a critical metaphor analysis of the response of UK academics to the UK overseas aid budget funding cuts. Journal of Multicultural Discourses, 17(1), pp. 61-77. (doi: 10.1080/17447143.2021.2024838)

Imperiale, M. G., Phipps, A. and Fassetta, G. (2021) On online practices of hospitality in higher education. Studies in Philosophy and Education, 40(6), pp. 629-648.(doi: 10.1007/s11217-021-09770-z)

Iñiguez-Berrozpe, T. and Boeren, E. (2020) Twenty-first century skills for all: adults and problem solving in technology rich environments.Technology, Knowledge and Learning, 25, pp. 929-951. (doi: 10.1007/s10758-019-09403-y)


Johnstone, D., Swingler, M. and Reid, K. (2017) The social experience of volunteering for young adult volunteers: an interpretative phenomenological analysis. QMiP Bulletin, 24, pp. 42-50.

Jones, S., Mittelmeier, J., Hordósy, R., Quyoum, A and McCaldin, T. (2021) ‘Possible Selves’ in practice: how students at Further Education Colleges in England conceptualise university, Research Papers in Education, 1-16 DOI: 10.1080/02671522.2020.1864765 


Karkkainen, T., Panos, G. A. , Broby, D. and Bracciali, A. (2018) On the educational curriculum in finance and technology. In: Diplaris, S., Satsiou, A., Følstad, A., Vafopoulos, M. and Vilharinho, T. (eds.) Internet Science: INSCI 2017 International Workshops, IFIN, DATA ECONOMY, DSI, and CONVERSATIONS, Thessaloniki, Greece, November 22, 2017, Revised Selected Papers. Series: Lecture notes in computer science (10750). Springer: Cham, pp. 7-20. ISBN 9783319775463 (doi:10.1007/978-3-319-77547-0_1)


Krüger, K., Parellada Laur, M., Osborne, M. , Houston, M. , Molas, A. and Jiménez, L. (2014) The relevance of university adult education for labour market policies. Revista Internacional de Organizaciones, 12, pp. 45-69.


Leathwood, C. and Read, B. (2022) Short-term, short-changed? A temporal perspective on the implications of academic casualisation for teaching in higher education. Teaching in Higher Education, 27(6), pp. 756-771. (doi: 10.1080/13562517.2020.1742681)


Ledger, A. and Slade, B. (2015) Coproduction without experts: a study of people involved in community health and wellbeing service delivery. Studies in Continuing Education, 37(2), pp. 157-169. (doi: 10.1080/0158037X.2015.1022718)

Leyton, D. (2020) The European discourse of inclusion policies for Roma in higher education: racialized neoliberal governmentality in semi-peripheral Europe.In: Morley, L., Mirga, A. and Redzepi, N. (eds.) The Roma in European Higher Education: Recasting Identities, Re-Imagining Futures. Bloomsbury Academic: London, pp. 57-75. ISBN 9781350109667 (doi: 10.5040/9781350109667.0008)

Leyton, D. (2022) Neoliberalising working-class subjectification through affirmative action policies: managerial leadership and ontological coaching in higher education. Journal of Education Policy, 37(3), pp. 358-378. (doi: 10.1080/02680939.2020.1819569)


Mackenzie, M. D., Scott, H., Reid, K. and Gardani, M.(2022) Adolescent perspectives of bedtime social media use: a qualitative systematic review and thematic synthesis. Sleep Medicine Reviews, 63, 101626. (doi: 10.1016/j.smrv.2022.101626)

Maitra, S. and Maitra, S. (2015) Tapping into the ‘standing-reserve’: a comparative analysis of workers’ training programmes in Kolkata and Toronto. Studies in Continuing Education, 37(3), pp. 317-332. (doi: 10.1080/0158037X.2015.1043988)


Maitra, S. and Maitra, S. (2018) Producing the aesthetic self: an analysis of aesthetic skill and labour in the organized retail industries in India.Journal of South Asian Development, 13(3), pp. 337-357. (doi: 10.1177/0973174118808129)

Maitra, S. and Maitra, S. (2021) Training to be entrepreneurial: Examining vocational education programmes for young women in Industrial Training Institutes (ITI) in Kolkata. In: Eigenmann, P., Gonon, P.and Weil, M. (eds.) Opening and Extending Vocational Education. Series: Studies in vocational and continuing education. Peter Lang: Berlin. ISBN 9783034334877

Maitra, S. , Maitra, S. and Thakur, M. (2022) Uncertain itineraries: dual system of training and contemporary TVET reforms in India. Journal of Vocational Education and Training, (doi: 10.1080/13636820.2022.2042724) (Early Online Publication)

McGrath, S. (2018) Education and Development. Series: Routledge perspectives on development. Routledge: Abingdon, Oxon ; New York, NY. ISBN 9781138211209(doi: 10.4324/9781315453330)

McGrath, S. (2022) Skills futures in Africa. Prospects,(doi: 10.1007/s11125-022-09622-9) (Early Online Publication)

McGrath, S. and Deneulin, S. (2021) Education for just transitions: lifelong learning and the 30th anniversary Human Development Report. International Review of Education, 67(5), pp. 637-658. (doi: 10.1007/s11159-021-09914-w)

McGrath, S. , Ramsarup, P., Zeelen, J., Wedekind, V., Allais, S., Lotz-Sisitka, H., Monk, D., Openjuru, G. and Russon, J.-A. (2020) Vocational education and training for African development: a literature review. Journal of Vocational Education and Training, 72(4), pp. 465-487. (doi: 10.1080/13636820.2019.1679969)

McGrath, S. , Powell, L., Alla-Mensah, J., Hilal, R. and Suart, R. (2020) New VET theories for new times: the critical capabilities approach to vocational education and training and its potential for theorising a transformed and transformational VET. Journal of Vocational Education and Training, (doi: 10.1080/13636820.2020.1786440) (Early Online Publication)

McGrath, S. , Thondhlana, J. and Garwe, E. (2021)Internationalisation of higher education and national development: the case of Zimbabwe. Compare: A Journal of Comparative and International Education, 51(6), pp. 881-900. (doi: 10.1080/03057925.2019.1684241)

McMullen, J., Arakawa, N., Anderson, C., Pattison, L. and McGrath, S. (2022) A systematic review of contemporary competency-based education and training for pharmacy practitioners and students. Research in Social and Administrative Pharmacy, (doi: 10.1016/j.sapharm.2022.09.013)


Medina, C.L., Perry, M. , Lee, B. and Deliman, A. (2021) Reading with drama: relations between texts, readers and experiences. Literacy, (doi: 10.1111/lit.12246) (Early Online Publication)


Moskal, M. (2020) Gendered differences in international graduates’ mobility, identity and career development. Social and Cultural Geography, 21(3), pp. 421-440. (doi: 10.1080/14649365.2018.1499039)


Moskal, M. and Schweisfurth, M. (2018) Learning, using and exchanging global competence in the context of international postgraduate mobility.Globalisation, Societies and Education, 16(1), pp. 93-105. (doi: 10.1080/14767724.2017.1387768)


Mwaikokesya, M. J.D., Osborne, M. and Houston, M. (2014) Mapping lifelong learning attributes in the context of higher education institutions. Journal of Adult and Continuing Education, 20(2), pp. 21-36. (doi: 10.7227/JACE.20.2.3)


Nelson, E. L., Perry, M. and Rogers, T. (2020) Introducing offlineness: theorizing (digital) literacy engagements. Journal of Literacy Research, 52(1), pp. 101-107. (doi: 10.1177/1086296X19898003)

Nesterova, Y. (2021) Building strong relationships between universities and communities. Dewey Studies, 5(2), pp. 439-454.


Osborne, M. and Borkowska, K. (2017) A European lens upon adult nd lifelong learning in Asia. Asia Pacific Education Review, 18(2), pp. 269-280.(doi: 10.1007/s12564-017-9479-4)

Osborne, M. and Sim, S. K. (2022) Lifelong learning in Asia: a brief tour. In: Evans, K., Lee, W. O., Markowitsch, J.and Zukas, M. (eds.) Third International Handbook of Lifelong Learning. Series: Springer international handbooks of education. Springer: Cham. ISBN 9783030679309 (doi: 10.1007/978-3-030-67930-9_24-1)

Osborne, M. (2022) The barriers to access in higher education and their alleviation. In: Côté, J. E. and Pickard, S. (eds.) Routledge Handbook of the Sociology of Higher Education [2nd Edition]. Routledge: London, pp. 160-173. ISBN 9781032201474 (doi: 10.4324/9781003262497-15)

Osborne, M. (2022) Localizing SDG 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Local and Regional Governments’ Report to the 2022 UN High Level Political Forum. In: Global Taskforce of Local and Regional Governments: Towards the Localization of the SDGs - Local and Regional Governments Breaking through for a Just and Sustainable Recovery. Series: Local and Regional Governments’ Report to the 2022 UN High Level Political Forum. United Cities and Local Governments: Barcelona, pp. 86-98.

Panos, G. A. , Kromydas, T., Osborne, M. and Wright, R. E. (2021) Is literacy a multi-dimensional concept? Some empirical evidence. In: Robinson, P. A., Williams, K. V. and Stojanovic, M. (eds.) Global Citizenship for Adult Education: Advancing Critical Literacies for Equity and Social Justice. Routledge: New York, pp. 105-123. ISBN 9780367505882 (doi: 10.4324/9781003050421-17)


Panos, G. A. , Pouliakas, K. and Zangelidis, A. (2014) Multiple job holding, skill diversification, and mobility. Industrial Relations: A Journal of Economy and Society, 53(2), pp. 223-272. (doi: 10.1111/irel.12055)


Panos, G. A. and Wilson, J. O.S. (2020) Financial literacy and responsible finance in the FinTech era: capabilities and challenges. European Journal of Finance, 26(4-5), pp. 297-301. (doi: 10.1080/1351847X.2020.1717569)


Panos, G. and Yang, Y. (2018) Job flows, returns to skill, and rent-sharing at the dawn of the new millennium: A firm-level inquiry from the BRICS. International Journal of Language, Translation and Intercultural Communication, 7, pp. 64-99. (doi: 10.12681/ijltic.17402)

Perry, M. (2021) Pluriversal literacies: affect and relationality in vulnerable times. Reading Research Quarterly, 56(2), pp. 293-309. (doi: 10.1002/rrq.312)

Perry, M. (2020) Unpacking the imaginary in literacies of globality. Discourse: Studies in the Cultural Politics of Education, 41(4), pp. 574-586. (doi: 10.1080/01596306.2018.1515064)

Perry, M. , Armstrong, D. M., Chinkonda, B. E., Kagolobya, R., Lekoko, R. N. and Ajibade, G. O. (2021) Whose crisis? COVID-19 explored through arts and cultural practices of African communities. Journal of Open Humanties Data, 7, 29. (doi: 10.5334/johd.52)

Porto de Albuquerque, J. and Albino de Almeida, A.(2020) Modes of engagement: Reframing “sensing” and data generation in citizen science for empowering relationships. In: Davies, T. and Mah, A. (eds.) Toxic Truths: Environmental Justice and Citizen Science in a Post-Truth Age. Manchester University Press: Manchester, pp. 267-281. ISBN 9781526137005 (doi: 10.7765/9781526137005.00028)

Quyoum, A (2022) ‘Access to Higher Education Courses’. Policy Review 11: Learning from the Past Series. London: Edge Foundation.

Quyoum, A., Hordósy, R., Mittelmeier, J., Jones, S and McCaldin, T. (2021) Career Decisions of Further Education College Students: Where Does Higher Education 'Fit In'? Widening Participation and Lifelong Learning, 23(1), 54–78, DOI.org/10.5456/WPLL.23.1.54 

A Selection of Publications from this theme [R-Z] (click to expand/collapse)

Ramos, M. (2018) Parental involvement in disadvantaged districts of Santiago: intergenerational consequences for equity of a market-driven educational system. In: Carney, S. and Schweisfurth, M. (eds.) Equity In and Through Education: Changing Contexts, Consequences and Contestations. Series: Comparative and international education (Sense Publishers) (5). Koninklije Brill NV: Leiden, pp. 191-208. ISBN 9789004366725 (doi: 10.1163/9789004366749_012)

Read, B. (2018) Truth, masculinity and the anti-elitist backlash against the university in the age of Trump. Teaching in Higher Education, 23(5), pp. 593-605. (doi: 10.1080/13562517.2018.1457636)

Read, B. and Bradley, L. (2018) Gender, time and ‘waiting’ in everyday academic life. In: Taylor, Y. and Lahad, K.(eds.) Feeling Academic in the Neoliberal University: Feminist Flights, Fights and Failures. Series: Palgrave studies in gender and education. Palgrave Macmillan: Cham, Switzerland, pp. 221-242. ISBN 9783319642239(doi: 10.1007/978-3-319-64224-6_10)


Read, B. , Burke, P. J. and Grozier, G. (2020) ‘It is like school sometimes’: friendship and sociality on university campuses and patterns of social inequality. Discourse: Studies in the Cultural Politics of Education, 41(1), pp. 70-82. (doi: 10.1080/01596306.2018.1457626)


Read, B. and Kehm, B. M. (2016) Women as leaders of higher education institutions: a British-German comparison. Studies in Higher Education, 41(5), pp. 815-827. (doi: 10.1080/03075079.2016.1147727)


Read, B. and Leathwood, C. (2018) Tomorrow’s a mystery: constructions of the future and ‘un/becoming’ amongst ‘early’ and ‘late’ career academics.International Studies in Sociology of Education, 27(4), pp. 333-351. (doi: 10.1080/09620214.2018.1453307)


Read, B. and Leathwood, C. (2020) Casualised academic staff and the lecturer-student relationship: shame, (im)permanence and (il)legitimacy. British Journal of Sociology of Education, 41(4), pp. 539-554. (doi: 10.1080/01425692.2020.1748570)

Read, B. and Leathwood, C. (2021) Gender and the politics of knowledge in the Academy. In: Ross, A. (ed.) Educational Research for Social Justice: Evidence and Practice from the UK. Series: Education science, evidence, and the public good (1). Springer Nature: Cham, pp. 205-222. ISBN 9783030625726 (doi: 10.1007/978-3-030-62572-6_10)

Riggs, D. W., Pfeffer, C. A., Pearce, R. , Hines, S. and White, F. R. (2021) Men, trans/masculine, and non-binary people negotiating conception: normative resistance and inventive pragmatism. International Journal of Transgender Health, 22(1-2), pp. 6-17. (doi: 10.1080/15532739.2020.1808554)

Riggs, D. W., Pearce, R. , Pfeffer, C. A., Hines, S., White, F. R.and Ruspini, E. (2020) Men, trans/masculine, and non-binary people’s experiences of pregnancy loss: an international qualitative study. BMC Pregnancy and Childbirth, 20, 482. (doi: 10.1186/s12884-020-03166-6)(PMID:32831015) (PMCID:PMC7444198)

Rodolico, G. , Breslin, M. and Mariani, A. M. (2022) A reflection on the impact of an internationalisation experience via digital platform, based on views, opinions and experiences of students and lecturers.Journal of Perspectives in Applied Academic Practice, 10(1), pp. 30-41. (doi: 10.14297/jpaap.v10i1.513)

Rodolico, G. , Dashaputre, N., Brown, R. and Abodunrin, A.(2022) Enhancing internationalisation through a remotely delivered hands-on stem challenge. A case study of collaborative online international learning with social media as medium of participatory pedagogy.Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva, 6(1), (doi: 10.32043/gsd.v6i1.610)

Roebuck, D. C. and Reid, K. (2020) How trainee therapists experience resilience: an interpretative phenomenological analysis.Counselling and Psychotherapy Research, 20(3), pp. 545-555. (doi: 10.1002/capr.12286)


Rogers, T., Winters, K.-L., Perry, M. and LaMonde, A.-M. (2015) Youth, Critical Literacies, and Civic Engagement: Arts, Media, and Literacy in the Lives of Adolescents. Routledge: New York. ISBN 9781138017443

Sahan, K., Galloway, N. and McKinley, J. (2022) ‘English-only’ English medium instruction: mixed views in Thai and Vietnamese higher education. Language Teaching Research, (doi: 10.1177/13621688211072632) (Early Online Publication)


Sime, D., Moskal, M. and Tyrrell, N. (2020) Going back, staying put, moving on: Brexit and the future imaginaries of Central and Eastern European young people in Britain. Central and East European Migration Review, 9(1), pp. 85-100. (doi: 10.17467/ceemr.2020.03)


Slade, B. (2015) Migrating professional knowledge: progressions, regressions, and dislocations. New Directions for Adult and Continuing Education, 2015(146), pp. 65-74. (doi: 10.1002/ace.20132)


Slade, B. L. and Dickson, N. (2020) Adult education and migration in Scotland: policies and practices for inclusion. Journal of Adult and Continuing Education, 27(1), pp. 100-120. (doi: 10.1177/1477971419896589)

Tzanakou, C. and Pearce, R. (2019) Moderate feminism within or against the neoliberal university? The example of Athena SWAN. Gender, Work and Organization, 26(8), pp. 1191-1211. (doi: 10.1111/gwao.12336)

Uflewska, A. , Lido, C. and Dey, S. (2021) Innovative, interactive and individualised (i3) teaching and learning practice in higher and lifelong education. Widening Participation and Lifelong Learning, 23(2), pp. 55-69. (doi: 10.5456/WPLL.23.2.55)


Wang, S. and Moskal, M. (2019) What is wrong with silence in intercultural classrooms? An insight into international students’ integration at a UK university. Journal of Comparative and International Higher Education, 11, pp. 52-58.

Wang, G. and Doyle, L. (2020) Constructing false consciousness: vocational college students’ aspirations and agency in China. Journal of Vocational Education and Training, (doi: 10.1080/13636820.2020.1829008)(Early Online Publication)

Wang, W. and Houston, M. (2021) Teaching as a career choice: the motivations and expectations of students at one Scottish University. Educational Studies, (doi: 10.1080/03055698.2021.1921703) (Early Online Publication)

Wang, S., Moskal, M. and Schweisfurth, M. (2022) The social practice of silence in intercultural classrooms at a UK university. Compare: A Journal of Comparative and International Education, 52(4), pp. 600-617. (doi: 10.1080/03057925.2020.1798215)

Wong, M. (2020) Hidden youth? A new perspective on the sociality of young people 'withdrawn' in the bedroom in a digital age. New Media and Society, 22(7), pp. 1227-1244. (doi: 10.1177/1461444820912530)

Wilson, A. , Howitt, S., Holloway, A., Williams, A.-M. and Higgins, D. (2021) Factors affecting paramedicine students’ learning about evidence‐based practice: a phenomenographic study. BMC Medical Education, 21, 45.(doi: 10.1186/s12909-021-02490-5) (PMID:33435971)(PMCID:PMC7802292)


Wilson, J. O. S., Panos, G. A. and Adcock, C. (Eds.) (2021) Financial Literacy and Responsible Finance in the FinTech Era: Capabilities and Challenges. Routledge. ISBN 9780367769772 (In Press)


Yu, Y. and Moskal, M. (2019) Missing intercultural engagements in the university experiences of Chinese international students in the UK. Compare: A Journal of Comparative and International Education, 49(4), pp. 654-671. (doi: 10.1080/03057925.2018.1448259)


Yu, Y. and Moskal, M. (2019) Why do christian churches, and not universities, facilitate intercultural engagement for Chinese international students? International Journal of Intercultural Relations, 68, pp. 1-12.(doi: 10.1016/j.ijintrel.2018.10.006)

Zhai, K. and Moskal, M. (2022) The impact of place of origin on international and domestic graduates’ mobility in China. International Migration Review, 56(1), pp. 123-154. (doi: 10.1177/01979183211026208)

Zhai, K. , Moskal, M. and Read, B. (2021) Compelled to compete: Chinese graduates on employment and social mobility after international and domestic study.International Journal of Educational Development, 84, 102432. (doi: 10.1016/j.ijedudev.2021.102432)

 

Urban and Place-based Learning

Overall Aim: To better understand the relationship between place and educational disadvantage locally in the Glasgow City Region, and also in other regions in the world, in particular in the global south. We seek to identify the place-based drivers of disadvantage (e.g. access to health and social services and educational opportunities, quality of transport systems, and of the built and the natural environment) as well as lifelong success, and to inform policy options for narrowing the gap in educational attainment experienced by young people and adults from disadvantaged backgrounds.

Our distinctiveness  in this area is based on:

  • the use of novel and sophisticated quantitative methods, for example through our work within the ESRC funded Urban Big Data Centre;
  • taking an interdisciplinary approach working with other leading academics within the College of Science and Engineering, the School of Social and Political Sciences and the Institute of Health and Well-being, specialising in engineering, environmental sciences, health, housing and transport;
  • addressing global challenges. We recognise in this work that combating inequality within and among countries, preserving the planet, creating inclusive and sustainable economic growth, and fostering social inclusion are mutually interdependent, and are underpinned by learning.

Our work, through a number of projects supported within Global Challenges Research Fund, and funded by AHRC, the British Academy, ESRC, EPSRC and MRC builds on these themes. This includes, the ESRC funded, Centre for Sustainable, Learning Cities and Neighbourhoods, and a British Academy-funded project on the contribution of HEI systems to regional development (SUEUAA). Transforming Education for Sustainable Futures addresses the role of education in climate action, decent work and sustainable cities.

Many of our research projects in this area involve extensive collaboration beyond the social sciences. This includes working with engineers, environmental scientists, health scientists and the NGO sector in implementing technological, environmental and health initiatives through community engagement using arts-based and public pedagogies. This work covers diverse fields including palliative care in Bangladesh, geo-thermal engineering in Ethiopia, and environmental initiatives in Uganda, Botswana and Nigeria. Our research also focuses on local issues, notably within the project GALLANT: Glasgow as a Living Lab Accelerating Novel Transformation, a major NERC-funded partnership between the University of Glasgow and Glasgow City Council which uses Glasgow as a living lab to trial new sustainable solutions throughout the city. CR&DALL core member, Ria Dunkley, leads the community collaboration work of GALLANT. Another major project in Scotland, Waste Stories, funded by the Leverhulme Foundation and led by Anna Wilson, seeks to use the affective power of story-making to try to change people's relationships with waste, and the resources that end up in the waste stream.

 

Selected Current and Recent Projects

Building Research Collaboration with India and Kyrgyzstan to explore the role of universities in developing skills for smart cities

Centre for Sustainable, Healthy, and Learning Cities and Neighbourhoods (SHLC)

The CSPE (Communities of Science and Practice Engage) Network: Mitigating the implementation gap in environmental initiatives through community engagement and public pedagogies

Educational Peacebuilding in Medellin and Acapulco: Understanding the role of education, culture and learning in responding to crises

The EU’s Role in the Implementation of the SDGs in Asia Pacific

The Equality Project: Starting from Home - Reducing Gender Inequalities in Botswana, Kenya and Tanzania

GALLANT: Glasgow as a Living Lab Accelerating Novel Transformation

Geothermally Sourced Combined Power and Freshwater Generation for Eastern Africa

Participatory Futures (Clustering existing GCRF projects, and leveraging external expertise to accelerate impact, share knowledge, and build capability and capacity beyond GCRF)

Social and Scientific Innovation to Achieve the Sustainable Development Goals

Strengthening Urban Engagement of Universities in Asia and Africa

Transforming Education for Sustainable Futures

Urban Big Data Centre

Waste Stories

Whose crisis? The global COVID-19 crisis from the perspective of communities in Africa

 

Some Key Publications (click to expand/collapse)

Ahmad, S. , Baffoe, G. , Bhandari, R. , Young, G. and Osborne, M. (2021) Sustainable, healthy, learning cities and neighbourhoods. In: Venter, M. and Hattingh, S.(eds.) Learning for a Better Future: Perspectives on Higher Education, Cities, Business and Civil Society. Series: Centre for local economic development: topics in local development (vol.1). AOSIS: Cape Town, pp. 27-50. ISBN 9781928523970 (doi: 10.4102/aosis.2021.BK214.02)


Anejionu, O. C.D., Sun, Y. , Thakuriah, P. (V.), McHugh, A. and Mason, P.(2019) Great Britain transport, housing, and employment access datasets for small-area urban area analytics. Data In Brief, 27, 104616. (doi: 10.1016/j.dib.2019.104616)


Anejionu, O. C.D., Thakuriah, P. (V.), McHugh, A., Sun, Y. , Mcarthur, D. , Mason, P. and Walpole, R. (2019) Spatial urban data system: a cloud-enabled big data infrastructure for social and economic urban analytics.Future Generation Computer Systems, 98, pp. 456-473. (doi: 10.1016/j.future.2019.03.052)

Arizpe, E. , Bahena-Rivera, A. and Hernandez Mendoza, S. (2021) Educational Peacebuilding in Medellin and Acapulco: Understanding the Role of Education, Culture and Learning in Responding to Crises. Project Report. Low and Middle Income Countries Research Network (LMIC). (doi: 10.36399/gla.pubs.260007).


Boeren, E. (2019) Understanding Sustainable Development Goal (SDG) 4 on “quality education” from micro, meso and macro perspectives. International Review of Education, 65(2), pp. 277-294. (doi: 10.1007/s11159-019-09772-7)


Borkowska, K. and Osborne, M. (2018) Locating the fourth helix: rethinking the role of civil society in developing smart learning cities. International Review of Education, 64(3), pp. 355-372. (doi: 10.1007/s11159-018-9723-0)


Bystrova, T.Y., Larionova, V.A., Osborne, M. and Platonov, A.M. (2015) Introduction of open E-learning system as a factor of regional development.Èkonomika Regiona = Economy of Region, pp. 226-237. (doi: 10.17059/2015-4-18)


Carlot, C., Filloque, J.-M., Osborne, M.and Welsh, P. (Eds.) (2015) The Role of Higher Education in Regional and Community Development and in the Time of Economic Crisis. NIACE: Leicester. ISBN 9781862018907


Curl, A. , Kearns, A. , Macdonald, L. , Mason, P. and Ellaway, A. (2018) Can walking habits be encouraged through area-based regeneration and relocation? A longitudinal study of deprived communities in Glasgow, UK.Journal of Transport and Health, 10, pp. 44-55. (doi: 10.1016/j.jth.2018.06.004)(PMID:31534906)


Curl, A. , Kearns, A. , Mason, P. , Egan, M., Tannahill, C. and Ellaway, A. (2015) Physical and mental health outcomes following housing improvements: evidence from the GoWell Study.Journal of Epidemiology and Community Health, 69(1), pp. 12-19.(doi: 10.1136/jech-2014-204064)(PMID:25205160)


Curl, A. and Mason, P. (2019) Neighbourhood perceptions and older adults’ wellbeing: does walking explain the relationship in deprived urban communities? Transportation Research Part A: Policy and Practice, 123, pp. 119-129. (doi: 10.1016/j.tra.2018.11.008)


Dunkley, R. A. (2015) Beyond temporal reflections in thanatourism research.Annals of Tourism Research, 52, 177 - 179. (doi: 10.1016/j.annals.2015.03.007)


Dunkley, R. A. (2016) Learning at eco-attractions: Exploring the bifurcation of nature and culture through experiential environmental education. Journal of Environmental Education, 47(3), pp. 213-221. (doi: 10.1080/00958964.2016.1164113)


Dunkley, R. A. (2019) Monitoring ecological change in UK woodlands and rivers: an exploration of the relational geographies of citizen science. Transactions of the Institute of British Geographers, 44(1), pp. 16-31.(doi: 10.1111/tran.12258)


Dunkley, R. A. and Franklin, A. (2017) Failing better: The stochastic art of evaluating community-led environmental action programs.Evaluation and Program Planning, 60, pp. 112-122. (PMID:27842275)


Dunkley, R. A. and Smith, T. A. (2019) Geocoaching: memories and habits of learning in practices of ecopedagogy. Geographical Journal, 185(3), pp. 292-302. (doi: 10.1111/geoj.12295)


Dunkley, R., Baker, S., Constant, N., Sanderson-Bellamy, A. (2018). Enabling the IPBES conceptual framework to work across knowledge boundaries, International Environmental Agreements: Politics, Law and Economics 18: 779. https://doi.org/10.1007/s10784-018-9415-z


Elias, P. and Porto de Albuquerque, J. (2022) Data and the localization of sustainable development goals in Africa: the case of SDG 11 in Lagos and Accra. In: Croese, S. and Parnell, S. (eds.) Localizing the SDGs in African Cities. Series: Sustainable Development Goals Series. Springer: Cham, pp. 115-131. ISBN 9783030959784 (doi: 10.1007/978-3-030-95979-1_8)

Enslin, P. (2014) Ethics and education: taking globalization seriously. Kultura Pedagogiczna, 1(1), pp. 39-53.


Enslin, P. and Tjiattas, M. (2017) Getting the measure of measurement: global educational opportunity.Educational Philosophy and Theory, 49(4), pp. 347-361. (doi: 10.1080/00131857.2015.1048667)


Franklin, A. and Dunkley, R. (2017) Becoming a (green) identity entrepreneur: learning to negotiate situated identities to nurture community environmental practice. Environment and Planning A, 49(7), pp. 1500-1516.(doi: 10.1177/0308518X17699610)


Hermannsson, K. , Lecca, P. and Swales, J. K. (2017) How much does a single graduation cohort from further education colleges contribute to an open regional economy? Spatial Economic Analysis, 12(4), pp. 429-451.(doi: 10.1080/17421772.2017.1316417)


Hermannsson, K. , Lisenkova, K., Lecca, P., McGregor, P. and Swales, K.(2014) The regional economic impact of more graduates in the labour market: a “micro-to-macro” analysis for Scotland. Environment and Planning A, 46(2), pp. 471-487. (doi: 10.1068/a45326)


Hermannsson, K. , Lisenkova, K., McGregor, P. and Swales, J. K. (2015) The expenditure impacts of London's Higher Education Institutions: the role of diverse income sources. Studies in Higher Education, 40(9), pp. 1641-1659. (doi: 10.1080/03075079.2014.899338)


Hermannsson, K. , McGregor, P. G. and Swales, J. K. (2018) Students consumption expenditures in economic impact studies: assumptions revisited in an input-output approach for Scotland. Regional Studies, 5(1), pp. 57-77. (doi: 10.1080/21681376.2018.1428499)


Hermannsson, K. , Scandurra, R. and Graziano, M. (2019) Will the regional concentration of tertiary education persist? The case of Europe in a period of rising participation. Regional Studies, Regional Science, 6(1), pp. 539-556. (doi: 10.1080/21681376.2019.1680313)


Hong, J. , Thakuriah, P. (V.), Mason, P.and Lido, C. (2020) The role of numeracy and financial literacy skills in the relationship between information and communication technology use and travel behaviour. Travel Behaviour and Society, 21, pp. 257-264. (doi: 10.1016/j.tbs.2020.07.007)


Jordan, L., Longworth, N. and Osborne, M. (2014) The rise and fall and rise again of learning cities.In: Zarifis, G.K. and Gravani, M. (eds.) Challenging the ‘European Area of Lifelong Learning’: A Critical Response. Series: Lifelong learning book series (19). Springer: Dordrecht, pp. 273-284. ISBN 9789400772984 (doi:10.1007/978-94-007-7299-1)


Kearns, A. , Ghosh, S., Mason, P. and Egan, M. (2020) Urban regeneration and mental health: investigating the effects of an area-based intervention using a modified intention to treat analysis with alternative outcome measures. Health and Place, 61, 102262. (doi: 10.1016/j.healthplace.2019.102262)(PMID:32329728)


Kearns, A. , Ghosh, S., Mason, P. and Egan, M. (2021)Could "holistic" area-based regeneration be effective for health improvement? Housing Studies, 36(10), pp. 1662-1701. (doi: 10.1080/02673037.2020.1789565)


Kearns, A. and Mason, P. (2015) Regeneration, relocation and health behaviours in deprived communities. Health and Place, 32, pp. 43-58. (doi: 10.1016/j.healthplace.2014.12.012)


Kearns, A. and Mason, P. (2018) Entering and leaving employment in deprived neighbourhoods undergoing area regeneration. Local Economy, 33(5), pp. 537-561. (doi: 10.1177/0269094218795595)


Kintrea, K. , St Clair, R. and Houston, M. (2015) Shaped by place? Young people’s aspirations in disadvantaged neighbourhoods. Journal of Youth Studies, 18(5), pp. 666-684. (doi: 10.1080/13676261.2014.992315)

Laurier, E., Dunkley, R. , Smith, T.A. and Reeves, S. (2021)Crossing with care: bogs, streams and assistive mobilities as family praxis in the countryside.Gesprächsforschung: Online-Zeitschrift zur verbalen Interaktion, (In Press)


Lido, C. , Mason, P. , Hong, J. , Gorash, N., Anejionu, O. C.D. and Osborne, M. (2020) Integrated multimedia city data: exploring learning engagement and greenspace in Glasgow. Built Environment, 46(4), pp. 574-598. (doi: 10.2148/benv.46.4.574)


Lido, C. , Osborne, M. , Livingston, M. , Thakuriah, P. and Sila-Nowicka, K. (2016) Older learning engagement in the modern city. International Journal of Lifelong Education, 35(5), pp. 490-508.(doi: 10.1080/02601370.2016.1224037)


Lido, C. , Reid, K. and Osborne, M. (2019) Lifewide learning in the city: novel big data approaches to exploring learning with large-scale surveys, GPS, and social media. Oxford Review of Education, 45(2), pp. 279-295. (doi: 10.1080/03054985.2018.1554531)


Mackenzie, A., Enslin, P. and Hedge, N. (2016) Education for global citizenship in Scotland: reciprocal partnership or politics of benevolence? International Journal of Educational Research, 77, pp. 128-135. (doi: 10.1016/j.ijer.2016.03.007)

Madgin, R. , Bradley, L. and Hastings, A. (2016) Connecting physical and social dimensions of place attachment: what can we learn from attachment to urban recreational spaces? Journal of Housing and the Built Environment, 31(4), pp. 677-693. (doi: 10.1007/s10901-016-9495-4)

Marchezini, V., Porto de Albuquerque, J. , Pitidis, V., de Moraes Rudorff, C., Lima-Silva, F., Klonner, C. and da Mata Martins, M. H. (2022) Flood risk governance in Brazil and UK: facilitating knowledge exchange through research gaps and the potential of citizen-generated data. Disaster Prevention and Management, 31(6), pp. 30-44. (doi: 10.1108/DPM-01-2022-0016)


Mason, P. , Curl, A. and Kearns, A. (2016) Domains and levels of physical activity are linked to mental health and wellbeing in deprived neighbourhoods: a cross-sectional study. Mental Health and Physical Activity, 11, pp. 19-28.


Neary, J. and Osborne, M. (2018) University engagement in achieving sustainable development goals: a synthesis of case studies from the SUEUAA study. Australian Journal of Adult Learning, 58(3),


Nesterova, Y. and Jackson, L. (2016) Transforming service learning for global citizenship education: moving from affective-moral to social-political.Revista Española de Educación Comparada, 2016(28), pp. 73-90. (doi: 10.5944/reec.28.2016.17074)

Nesterova, Y. (2020) Rethinking environmental education with the help of indigenous ways of knowing and traditional ecological knowledge. Journal of Philosophy of Education, 54(4), pp. 1047-1052. (doi: 10.1111/1467-9752.12471)


Osborne, M. (2014) Why lifelong learning and why learning cities? Pedagogy, 86(7), pp. 1067-1077.


Osborne, M. , Laitinen, L. and Stenvall, J. (2016) Complex regional innovation networks and HEI engagement the case of Chicago. International Journal of Knowledge-Based Development, 7(2),(doi: 10.1504/IJKBD.2016.076462)

Osborne, M. , Maitra, S. and Uflewska, A. (2022) Smart learning cities promoting lifelong learning through working lives. In: Malloch, M., Cairns, L., Evans, K. and O’Connor, B. N. (eds.) The SAGE Handbook of Learning and Work. SAGE Publications: London, pp. 376-389. ISBN 9781526491114 (doi: 10.4135/9781529757217.N24)

Rowell, C. and Osborne, M. (2020) Beyond schooling: learning cities and adult education in the Global South.In: London, M. (ed.) Oxford Handbook of Lifelong Learning. Second Edition. Oxford University Press: Oxford. ISBN 9780197506707 (doi: 10.1093/oxfordhb/9780197506707.013.25)

Smith, T. A., Dunkley, R. A. and Jones, S. (2022) Storying wild landscapes: multimodal interactions with digital app-based heritage. International Journal of Heritage Studies, 28(7), pp. 803-819. (doi: 10.1080/13527258.2022.2086154)

Smith, T. A., Laurier, E., Reeves, S. and Dunkley, R. A.(2020) “Off the beaten map”: navigating with digital maps on moorland. Transactions of the Institute of British Geographers, 45(1), pp. 223-240. (doi: 10.1111/tran.12336)


Thakuriah, P. (V.), Sila-Nowicka, K. , Hong, J. , Boididou, C., Osborne, M. , Lido, C. and McHugh, A. (2020)Integrated Multimedia City Data (iMCD): a composite survey and sensing approach to understanding urban living and mobility. Computers, Environment and Urban Systems, 80, 101427. (doi: 10.1016/j.compenvurbsys.2019.101427)

Wong, M. T. O. (2019) Intergenerational family support for ‘Generation Rent’: the family home for socially disengaged young people. Housing Studies, 34(1), pp. 1-23. (doi: 10.1080/02673037.2017.1364713)

 

Migration and Refugee Education

Overall Aim: To conduct research that specifically focuses on learning and community cohesion in the context of migration (in particular forced migration), refugee-status. Our research in this area complements the work of the UNESCO Chair in Refugee Integration through Languages and the Arts, which is hosted elsewhere in the School. We focus also in this theme on research concerning ethnic minority groups and indigenous peoples.

Examples of our work include the AHRC/ESRC-funded GCRF Forced Displacement project, Building Futures: Aspirations of Syrian Youth Refugees and Host Population Responses in Lebanon, Greece and the UK, also links to our concern with skills development and focussing on displaced Syrians in the Lebanon, Greece and the UK.

We have also led a British Academy funded project concerned with migrating medical professional knowledge and an ESRC funded project concerned with identity, citizenship and belonging among settled Eastern European migrant children in the UK.

A very recently funded project, Local, place-based, and community-driven approaches to peacebuilding, supported under the British Academy/Leverhulme Small Research Grant programme, works with marginalised and vulnerable populations in conflict, post-conflict, and Indigenous areas.

 

Selected Current and Recent Projects

Building Futures: Aspirations of Syrian Youth Refugees and Host Population Responses in Lebanon, Greece & the UK

Finding Common Ground: Policy implications of new evidence about Syrian refugees and citizens in the UK, Lebanon and Greece

Identity, citizenship and belonging among settled Eastern European migrant children in the UK

Migrating medical professional knowledge: Learning to regulate the profession

Partnership to ensure the sustainability of a public health palliative care project in Bangladesh through community theatre

 

Selected Publications (click to expand/collapse)

Arizpe, E. (2021) Migrant shoes and forced walking in children’s literature about refugees: material testimony and embodied simulation. Migration Studies, 9(3), pp. 1343-1360. (doi: 10.1093/migration/mnz047)

Arizpe, E. , Colomer, T., Martínez-Roldán, C., Bagelman, C., Belloran, B., Farrell, M. , Fittipaldi, M., Grilli, G., Manresa, A.M., McAdam, J. , Real, N.and Terrusi, M. (2014) Visual Journeys through Wordless Narratives: An international inquiry with immigrant children and 'The Arrival'. Bloomsbury Academic: London. ISBN 9781780937762(doi:10.5040/9781472593283)

Boeren, E. (2019) Foreign-born adults’ participation in educational activities: evidence from Europe. European Education, 51(2), pp. 127-146. (doi: 10.1080/10564934.2018.1520600)

Cox, S., Phipps, A. and Hirsu, L. (2022) Language learning for refugee women in the wake of the Covid-19 pandemic: restorative pedagogies for integrating to place—Perspectives from Scotland. Frontiers in Communication, 7, 982813. (doi: 10.3389/fcomm.2022.982813)

Dagar, P. (2022) Evaluating and reframing vocational education and training for refugees: Insights from five refugee groups across three cities of India. Compare: A Journal of Comparative and International Education, (doi: 10.1080/03057925.2022.2078957) (Early Online Publication)

Dagar, P. (2022) Vocational education and training for indigenous women in India: toward a participatory planning approach. International Journal of Training Research, 20(1), pp. 43-57. (doi: 10.1080/14480220.2021.1959379)

Dagar, P. and Sharma, N. (2022) Education and lifelong learning for refugees: Equity and inclusion in policy and practice. In: Rajan, S. I. (ed.) The Routledge Handbook of Refugees in India. Routledge: London ; New York, pp. 318-330. ISBN 9780367531096 (doi: 10.4324/9781003246800-28)

Gravani, M. N. and Slade, B.(eds.) Learner-Centred Education for Adult Migrants in Europe. Series: International Issues in Adult Education (33). London: Brill. (ISBN 9789004461512)

Guo, S. and Maitra, S. (2017) Revisioning curriculum in the age of transnational mobility: Towards a transnational and transcultural framework. Curriculum Inquiry, 47(1), pp. 80-91. (doi: 10.1080/03626784.2016.1254504)

Guo, Y., Maitra, S. and Guo, S. (2019) “I belong to nowhere”: Syrian refugee children’s perspectives on school integration. Journal of Contemporary Issues in Education, 14(1), pp. 89-105.(doi: 10.20355/jcie29362)

Holmes, P., Moskal, M. and Rajab, T. (2023) Participation, understanding, and dialogue: Intercultural learning among students in higher education and refugee youths. In: Holmes, P. and Corbett, J. (eds.) Critical Intercultural Pedagogy for Difficult Times. Routledge: New York, pp. 117-137. ISBN 9781003150756 (doi: 10.4324/9781003150756-7)

Hirsu, L. (2018) 'Where am I? Do you have WiFi?’: vital technologies and precarious living in the Syrian refugee crisis. In: Hesford, W. S., Licona, A. C. and Teston, C. (eds.) Precarious Rhetorics. Series: New directions in rhetoric and materiality. Ohio State University Press. ISBN 9780814254912

Khanolainen, D., Nesterova, Y. and Semenova, E. (2022) Indigenous education in Russia: opportunities for healing and revival of the Mari and Karelian Indigenous groups? Compare: A Journal of Comparative and International Education, 52(5), pp. 768-785. (doi: 10.1080/03057925.2020.1834350)

Lido, C. , Sawyer, A. and De Amicis, L. (2021) Social psychology of identity and stereotyping in the media: the case of refugee media bias. In: Coen, S. and Bull, P.(eds.) The Psychology of Journalism. Oxford University Press, pp. 168-199. ISBN 9780190935856

Maitra, S. and Guo, S. (2019) Theorising decolonisation in the context of lifelong learning and transnational migration: anti-colonial and anti-racist perspectives.International Journal of Lifelong Education, 38(1), pp. 5-19. (doi: 10.1080/02601370.2018.1561533)

Maitra, S. (2017) Crafting ‘enterprising’ workers through career training programs among Canada’s South Asian professional immigrants. Studies in the Education of Adults, 49(2), pp. 196-213. (doi: 10.1080/02660830.2018.1453114)

Maitra, S. (2015) Between conformity and contestation: South Asian immigrant women negotiating soft skill training in Canada. Canadian Journal for the Study of Adult Education, 27(2), pp. 65-78.

Maitra, S. (2015) The making of the ‘precarious’: examining Indian immigrant IT workers in Canada and their transnational networks with body shops in India. Globalisation, Societies and Education, 13(2), pp. 194-209.(doi: 10.1080/14767724.2014.934070)

Maitra, S. (2021) Are we not being entrepreneurial? Exploring the home/work negotiation of South Asian home-based immigrant women entrepreneurs in Canada. In: Nilsson, M., Neunsinger, S., Mazumdar, I. and Barrett, J. (eds.) Home-Based Work and Home-Based Workers (1800-2021). Series: Studies in Global Social History (45). Brill: Leiden, pp. 329-346. ISBN 9789004499614 (doi: 10.1163/9789004499614_021)

Morley, L., Leyton, D. and Hada, Y. (2019) The affective economy of internationalisation: migrant academics in and out of Japanese higher education. Policy Reviews in Higher Education, 3(1), pp. 51-74. (doi: 10.1080/23322969.2018.1564353)

Moskal, M. (2017) International students pathways between open and closed borders: towards a multi-scalar approach to educational mobility and labour market outcomes. International Migration, 55(3), pp. 126-138. (doi: 10.1111/imig.12301)

Moskal, M. and North, A. (2017) Equity in education for/with refugees and migrants—toward a solidarity promoting interculturalism. European Education, 49(2-3), pp. 105-113. (doi: 10.1080/10564934.2017.1343088)

Moskal, M. and North, A. (2017) Rethinking Equity in Education for/ with Refugees and Migrants, European Education Special Issue [Volume Editors]. European Education, 49(2-3),

Moskal, M. and Tyrell, N. (2016) Family migration decision-making, step-migration and separation: children’s experiences in European migrant worker family. Children's Geographies, 14(4), pp. 453-467. (doi: 10.1080/14733285.2015.1116683)

Moskal, M. (2015) ‘When I think home I think family here and there’: translocal and social ideas of home in narratives of migrant children and young people.Geoforum, 58, pp. 143-152. (doi: 10.1016/j.geoforum.2014.11.011

Moskal, M. (2014) Polish migrant youth in Scottish schools: conflicted identity and family capital. Journal of Youth Studies, 17(2), pp. 279-291. (doi: 10.1080/13676261.2013.815705)

Nesterova, Y. (2019) Multiculturalism and multicultural education approaches to Indigenous people’s education in Taiwan. Multicultural Education Review, 11(4), pp. 253-270.(doi: 10.1080/2005615X.2019.1686561)

Nesterova, Y. (2020) Rethinking environmental education with the help of indigenous ways of knowing and traditional ecological knowledge.Journal of Philosophy of Education, 54(4), pp. 1047-1052. (doi: 10.1111/1467-9752.12471)

Nesterova, Y. (2022) Whole-community approach as a way to support Indigenous learners in urban areas in Taiwan. In: Gube, J., Gao, F. and Bhowmik, M. (eds.)Identities, Practices and Education of Evolving Multicultural Families in Asia-Pacific. Series: Evolving families. Routledge, pp. 117-133. ISBN 9781032003337(doi: 10.4324/9781003173724-10)

Nesterova, Y. and Jackson, L. (2022) Introduction to the special issue. Indigenous education in urban settings: critical examinations and meaningful responses.Diaspora, Indigenous, and Minority Education, 16(1), pp. 1-5. (doi: 10.1080/15595692.2021.2008348)

Jackson, L. and Nesterova, Y. (2017) Multicultural Hong Kong: alternative new media representations of ethnic minorities. Multicultural Education Review, 9(2), pp. 93-104. (doi: 10.1080/2005615X.2017.1313021)

Semenova, E., Khanolainen, D. and Nesterova, Y. (2021)Indigenous language education in Russia: current issues and challenges. Journal of Multilingual and Multicultural Development, (doi: 10.1080/01434632.2021.1921782)(Early Online Publication)

Sutherland, M. (2014) Indigenous and western knowledge: uneasy bedfellows in an interdependent world? In: Inman, P. and Robinson, D. (eds.) University engagement and environmental sustainability. Series: Universities and lifelong learning. Manchester University Press: Manchester, UK. ISBN 9780719091629

 

Contributions to the College of Social Sciences

CR&DALL also seeks to contribute significantly to and inform the newly emerging College of Social Sciences Inter-disciplinary research clusters: Sustainability; Digital Society and Economy; Addressing Inequalities; and Challenges in Changing Cities. Mia Perry, Lavinia Hirsu and Srabani Maitra are part of the leadership teams of the first three of these clusters.

The specific contributions that CR&DALL will seek to make within these clusters are summarised below:

Sustainability

  • International Development related Research in socio-ecological sustainability
  • Public engagement in sustainability and eco-pedagogy 
  • Social determinants of health and sustainability 
  • The role of learning in the development of sustainable places: eco-cities, carbon-neutrality, transition towns, clean oceans
  • Skills development for the green and blue economies: re-skilling and re-training for clean growth (de-growth).
  • Inter-disciplinary translational research with communities in the adoption of sustainable practices

Digital Society and Economy

  • The impact of digital technologies on teaching and learning through the life course
  • Skills and the 4th Industrial Revolution, and impacts on formal and informal economies: the future of work
  • Wider civic and societal implications of digitalisation: healthy ageing and well-being
  • Digital literacy in technology-rich environments
  • Financial literacy, sustainable personal finance, and economic outcomes
  • Smart Cities and lifelong learning
  • The implications of automation and robotics on lifelong learning
  • Learning for entrepreneurship and innovation

Addressing Inequalities

  • The drivers of inequality, deprivation and marginalisation: with a particular focus on the role of adult education as it relates to race and ethnicity, social-economic class, disability, gender, age and migrant/refugee status
  • Equitable access to, and experience within, post-compulsory education for socially excluded, disadvantaged or marginalised groups
  • Issues of equity and social justice in relation to the working lives of academics and adult educators
  • The learning lifecycle: access, retention, short, medium and long-term outcomes of technical and vocational, and higher education
  • Place-based inequalities within the UK, and within Low-Medium Income Countries (LMICs)
  • Multi-literacies (traditional as well as digital, financial, cultural, environmental) and their relationships to educational opportunity
  • The relationship between education, health and inequality
  • Communities, non-formal and informal learning and social capital – the role of cultural assets, heritage and faith/spirituality in learning
  • Globalisation and precarious work

Challenges in Changing Cities

  • The contribution of formal and non-formal educational assets to balanced urban and regional development
  • The development of learning cities
  • The interplay between health and education in developing sustainable neighbourhoods
  • The role of big data in urban settings
  • Migration, Refugees and later-life learning

 

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