Professor Richard Hall

Job: Professor of Education and Technology

Faculty: Health and Life Sciences

School/department: School of Applied Social Sciences

Research group(s): Centre for Urban Research on Austerity, Centre for Computing and Social Responsibility

Address: De Montfort University, The Gateway, Leicester, LE1 9BH, United Kingdom

T: +44 (0)116 207 8254

E: rhall1@dmu.ac.uk

W: richard-hall.org

 

Personal profile

Richard Hall is Professor of Education and Technology, based in the Division of Education in the School of Applied Social Sciences. Richard contributes to teaching on evidence-based education and educational leadership, as well as supervising Masters and PhD students. His research focuses on higher education policy and pedagogy, co-operative and alternative forms of higher education, academic labour and alienation, and neoliberalism and education.

Richard is an HEA National Teaching Fellow, awarded in 2009, and a fellow of the HEA.

He is also a member of the Centre for Urban Research on Austerity and a Research Associate in the Centre for Computing and Social Responsibility at DMU.

Richard has been involved in a range of voluntary, educational activities. He is an original member of the Social Science Centre in Lincoln, an unincorporated co-operative of scholars developing a new form of higher education based upon the social sciences. He is also a Board Member of Leicester Vaughan College, a community interest company developing cooperative adult education, and a trustee of the Open Library of Humanities. He has been involved in discussions about a UK Co-operatives Free University.

Richard holds PRINCE2 and Managing Successful Programmes Practitioner status. He has worked extensively on research projects and with MA/PhD research students.

Research group affiliations

  • Institute for Criminology, Education and Social Justice
  • Centre for Urban Research on Austerity
  • Centre for Computing and Social Responsibility

Publications and outputs 

  • On authoritarian neoliberalism and poetic epistemology
    On authoritarian neoliberalism and poetic epistemology Hall, Richard As one response to the secular crisis of capitalism, higher education is being proletarianised. Its academics and students, increasingly encumbered by precarious employment, debt, and new levels of performance management, are shorn of autonomy beyond the sale of their labour-power. One heuristic for analysing this response is authoritarian neoliberalism, imposed as a means of enacting disciplinary practices in the name of the market with an anti-democratic rationale. This has a distinctly technocratic focus, rooted in techniques of performativity, including audits and assessments of teaching, research and scholarship, grounded in productivity, the management of time and value-creation. However, there are a range of intersectional and geographical responses to such an imposition, through which it is possible to describe alternatives to these architectures of subsumption. In particular, a second heuristic emerges which challenges the restructuring of the University in the global North, erupting from struggles for decolonisation. Here, Audre Lorde’s invocation to an integrated, poetic existence that situates bodies in places, and respects feelings and emotions as the site of epistemological development and understanding, underpins the possibility for dismantling hegemonic knowledge production. The article examines whether humanist narratives of solidarity, in particular from marginalised voices, might help academics and students to analyse their alienated labour and to imagine that another world is possible. The file attached to this record is the author's final peer reviewed version. Open access article.
  • On autonomy and the technological abolition of academic labour
    On autonomy and the technological abolition of academic labour Hall, Richard As the global higher education sector is re-engineered through real subsumption inside the logic of competition, academic labour is increasingly proletarianised through the desperate search for relative surplus value. As a result, universities become more capital-intensive, by investing in technology and organisational development However, as more constant capital or means of production are set in motion by an individual labourer, there is a pressure to economise on labour-power or to discover new markets. The conditioning of academic labour through precariousness, performance management and so on amplify overwork, self-exploitation, ill-health and ill-being. However, just as capital drives towards the technological abolition of academic labour, it also depends completely upon that labour for its own reproduction and survival. This is a crucial moment of weakness for capital, and resistance depends upon a movement beyond the fetishisation of such labour to explore the possibilities that exist beyond the binary of employment/unemployment. This chapter argues for struggles for the abolition of academic labour through moments of solidarity with other communities seeking to reconstitute their own lived experiences on post-capitalist terms. A critical issue is how to uncover and reproduce co-operative practices across the fabric of society, in order to widen collective spheres of autonomy.
  • A Literature Review of Universal Design for Learning
    A Literature Review of Universal Design for Learning Maguire, Frances; Hall, Richard This literature review is comprised of four sections: 1) A focus on Universal Design for Learning (UDL), examining the existing literature and key issues in the field. 2) An exploration of how UDL fits with wider pedagogical research on inclusive education and highlights resources published by the Higher Education Academy and other organisations to facilitate and advance inclusive teaching and learning in universities. 3) An examination of the context in which UDL was adopted at DMU, with reference to the withdrawal of Disability Students’ Allowance. It gives an overview of previous projects at the University that precipitated the institution-wide adoption of UDL including the Disability Enhancement Programme and a related TIP project. This incorporates emerging literature about lecture capture technology. 4) The final section maps the broader higher education landscape in the UK considering the adoption of UDL in the context of the Teaching Excellence Framework (TEF), tuition fees and widening participation. The concluding discussion draws together key themes from each section to highlight gaps in existing literature and the position of UDL at DMU.
  • Universal Design for Learning 2: Evaluation Interim Report
    Universal Design for Learning 2: Evaluation Interim Report Maguire, Frances; Hall, Richard; Wells, Nicki The aim of UDL2 was to manage the transition of Universal Design for Learning (UDL) to the academic, cultural, quality and operational infrastructure created by the first phase of the project, which rolled out UDL principles across DMU. The overall aim is to ensure that the UDL framework is embedded as part of the DMU student experience by September 2020. This interim report gives an overview of the evaluation work stream so far. This includes the collection of qualitative data via interviews with key stakeholders, a workshop with DMU staff and analysis of relevant documents. Quantitative data on student good honours, continuation and satisfaction, as well as data relating to DMU Replay has also been collected. The purpose of this work was to ascertain the impact of UDL at DMU on staff and student stakeholders, and the extent to which it has been embedded across the institution at a range of levels.
  • The Alienated Academic: the Struggle for Autonomy Inside the University
    The Alienated Academic: the Struggle for Autonomy Inside the University Hall, Richard Higher education is increasingly unable to engage usefully with global emergencies, as its functions are repurposed for value. Discourses of entrepreneurship, impact and excellence, realised through competition and the market, mean that academics and students are increasingly alienated from themselves and their work. This book applies Marx’s concept of alienation to the realities of academic life in the Global North, in order to explore how the idea of public education is subsumed under the law of value. In a landscape of increased commodification of higher education, the book explores the relationship between alienation and crisis, before analysing how academic knowledge, work, identity and life are themselves alienated. Finally, it argues that through indignant struggle, another world is possible, grounded in alternative forms of organising life and producing socially-useful knowledge, ultimately requiring the abolition of academic labour. This pioneering work will be of interest and value to all those working in the higher education sector, as well as those concerned with the rise of neoliberalism and marketization within universities.
  • Change management in UKHE – a case study of a large-scale multimedia roll-out at De Montfort University
    Change management in UKHE – a case study of a large-scale multimedia roll-out at De Montfort University Pettit, I.; Hall, Richard Implementing large-scale change in organisations requires careful management of the outputs and the effect on those who will be impacted by the change (academic colleagues) and those who will benefit from the change (students). The case study section describes an initial “bottom-up” (reflecting emergent or participatory-driven change) approach to the adoption of a multimedia technology and the transition to a “top-down” (driven by management) (Dearlove, J. 1997) approach in response to external policy drivers. The issues that this transition presented, and the blend of project management and change management techniques that have been employed to ensure wide-scale adoption are explored. It is proposed that no one single approach to change management can prevail in the modern HE context when striving for 100% saturation/adoption of a new technology in the curriculum within a specific timeframe. The argument is situated within existing literature on the subjects of change and project management in UKHE. The article also maps the experiences of and lessons learned by the project manager when managing change in a UKHEI. At the same time it highlights how effective project management relies upon borrowing from a variety of established change management models.
  • The practicalities and pedagogies of adult learning co-operatives: the case study of Leicester Vaughan College
    The practicalities and pedagogies of adult learning co-operatives: the case study of Leicester Vaughan College Hall, Richard; Noble, Malcolm When, in 2016 the University of Leicester decided to ‘disestablish’ the Vaughan Centre for Lifelong Learning, the last remnant of Vaughan College was removed from the University. Since 1862, civic-focused evening education had been offered to adults in the town, responding to their needs; by turns this had become part of the University College and then the University. Latterly, it answered the widening participation and lifelong learning agendas; fundamentally it serves the moral purpose of the university: providing education to those missing out the first or second time around. By any account this was a nadir for the Vaughan tradition in Leicester; yet in other ways it couldn’t have happened at a better time. Firstly, the intellectual case and proofs of concept for the growing co-operative higher education movement have been made, not just in experiments in free co-operative HE in the Social Science Centres in Lincoln (Neary and Winn, 2017) and latterly Manchester, but also in fee-paying large-scale co-operative universities such as Mondragón in Spain (Wright, 2011). Secondly, a by-product of government policies to transform higher education into a private good (Busch, 2017), with barriers to entry for profit-seeking ‘alternative providers’ lowered, is that there is more opportunity for HE co-ops to award degrees and access HEFCE funds than ever before. With all this in mind, in 2017 Leicester Vaughan College was founded as a community benefit society, and is now offering unaccredited programmes whilst pursuing the ability to offer degree programmes. This paper considers both the practical challenges and the pedagogic principles of the adult education co-op through a case study of Leicester Vaughan College. This includes a focus on governance and organisation involving mature students with broader life experiences, and with different forms of engagement, who are potentially well-placed to take greater control of their learning, as well as the running of co-operatives. A number of pedagogies employed in co-operatives and well-suited to adult learners are also explored, in relation to capacity-building for the post-capitalist economy. Those discussed in this paper include: 1. learning about co-operatives and alternatives to competition (Kropotkin 1890-96; 1902); 2. learning how to co-operate and so building skills for society rather than careers, the analogue of transferrable skills (Neary and Winn 2015); 3. meaningful engagement and control of learning by students – far beyond the engagement agenda within existing universities (Hall and Smyth, 2016); 4. unseating dominant narratives, drawing on richer intellectual traditions of critical pedagogy and decentring privilege: mass intellectuality (Hall and Winn 2017), indigenous knowledges, decolonized curricula, to demonstrate plurality and heterogeneity. A richer set of pedagogies offers promise. Underpinning all this is the view that the very act of providing adult education rather than lifelong learning, by pushing against professionalization (e.g. Bowl, 2017) means that co-operative HE makes a sharp departure from the official discourses around what higher education should be. In this sense, co-operative HE recasts Freirean hope for emancipation from neoliberalism, whilst being rooted in concrete forms of praxis to achieve it.
  • Mass Intellectuality and Democratic Leadership in Higher Education
    Mass Intellectuality and Democratic Leadership in Higher Education Hall, Richard; Winn, J. In this chapter, the authors introduce the book by situating the theme of intellectual leadership within the transnational political and economic context of higher education and outline a critical framework for understanding the increasing role of finance and the markets and the forms of leadership these governing instruments require. They then provide an introduction to the concept of ‘mass intellectuality’, and assert it as an alternative to existing conceptions of the role and purpose of higher education. The authors go on to provide a review of the literature on academic leadership and find it limited in its scope and critical reflexivity. The authors then provide an overview of the three-part structure of the book and draw out a series of themes that emerge from across the different contributions. The authors conclude with a critical-practical response which is taken up elsewhere in the book in the form of ‘co-operative higher education’. They assert that ‘social co-operatives’ offer an organizational form that values democratic participation and decision-making and would constitute the university as a social form of mass intellectuality reappropriated by the producers of knowledge.
  • Mass Intellectuality and Democratic Leadership in Higher Education
    Mass Intellectuality and Democratic Leadership in Higher Education Hall, Richard; Winn, J. Higher education in the UK is in crisis. The idea of the public university is under assault, and both the future of the sector and its relationship to society are being gambled. Higher education is increasingly unaffordable, its historic institutions are becoming untenable, and their purpose is resolutely instrumental. What and who have led us to this crisis? What are the alternatives? To whom do we look for leadership in revealing those alternatives? This book critically analyses intellectual leadership in the university, exploring ongoing efforts from around the world to create alternative models for organizing higher education and the production of knowledge. Its authors offer their experience and views from inside and beyond the structures of mainstream higher education, in order to reflect on efforts to create alternatives. In the process the volume asks: is it possible to re­imagine the university democratically and co­operatively? If so, what are the implications for leadership not just within the university but also in terms of higher education's relationship to society? The authors argue that mass higher education is at the point where it no longer reflects the needs, capacities and long­-term interests of global society. An alternative role and purpose is required, based upon 'mass intellectuality' or the real possibility of democracy in learning and the production of knowledge.
  • Designing for difference: lessons from a cross-disciplinary implementation of Universal Design for Learning
    Designing for difference: lessons from a cross-disciplinary implementation of Universal Design for Learning Brown, James Benedict; Hall, Richard; Lishman, Ros; Rushworth, Jo; Snape, J. Richard Universal Design for Learning (UDL) is a pedagogical framework that seeks to provide students with flexible ways of learning, flexiblestudyresources,andflexiblewaysoftestinglearning. Just as Universal Design (UD) provides for difference of physical ability amongst users, UDL provides for difference of learning styles amongst students. Like UD, UDL assumes that learner difference, not commonality, is the norm. 1 De Montfort University (DMU) is a public teaching and research university located in the city of Leicester in the East Midlands of England. In 2016, DMU adopted UDL as part of a university- wide program to offset the consequences of changes to central government support for students with disabilities. Alongside a significant investment in lecture capture and replay technology, DMU’s adoption of the principles of UDL has challenged faculty members teaching at all levels and in all disciplines to re- appraise the accessibility and inclusivity of their teaching. This paper discusses research-in-progress from a cross-discipline survey of the implementation of the principles of UDL at DMU.* The project examines the perceptions and feelings of freshman students from a range of different backgrounds and in a range of subjects about the impact of UDL on their experience of higher education. When complete, the project will evaluate how the implementation of the principles and ideas of UDL are interpreted and applied by students, alongside their recom- mendations for the academic practice of staff. Funded by the Teaching Innovation Project (2016/17) 'Towards Equitable Engagement: the Impact of UDL on Student Perceptions of Learning'

Click here to view a full listing of Richard Hall's publications and outputs.

Research interests/expertise

  • The idea of the University and radical alternatives to it
  • The University and the secular crisis of capitalism
  • Academic labour and alienation
  • Pedagogy and critical social theory
  • Co-operative education and the place of co-operative practice in overcoming disruption in higher education, including peak oil and the impact of technology on climate change and energy sufficiency

Areas of teaching

  • The sociology of education
  • Politics of Education and Technology
  • Critical Pedagogy
  • Evidence-based education
  • Postgraduate Certificate in Higher Education
  • Education Practice
  • Assessment and Feedback in Higher Education
  • Philosophy of History

Qualifications

  • B.A. Hons
  • M.A.
  • Ph.D.

Courses taught

  • M.A. Education Practice, M.A. Independent Study, and Ph.D. supervision
  • Postgraduate Certificate in Higher Education, EDUC5003: Assessment and Feedback
  • B.A. Education Studies, EDUC1115: Evidenced-based teaching and learning

Honours and awards

  • Higher Education Academy, National Teaching Fellowship, 2009.
  • Readership in Education and Technology, June 2010, De Montfort University.
  • Research Associate, Centre for Computing and Social Responsibility, June 2010, De Montfort University.
  • Head of the Centre for Enhancing Learning through Technology, September 2011, De Montfort University.
  • Professor of Education and Technology, 2013.
  • The Digital Literacy Framework Project won the Reclaim Open Learning Challenge, an international contest sponsored by the MacArthur Foundation, the Digital Media and Learning Hub, and MIT Media Lab.
  • Head of the Centre for Pedagogic Research, June 2014, De Montfort University.
  • Co-director of the Institute for Education Futures, 2016-18, De Montfort University.

Membership of external committees

  • Trustee, Open Library of Humanities (since 2015).
  • Board member, Leicester Vaughan College (since 2017).
  • Teaching Scholar at the Cooperative Institute for Transnational Studies (since 2015).
  • The Association for Learning Technology, OER17 Conference Committee (2016-17).
  • Critical Theory Research Network (since 2016).
  • Beyond the Neoliberal University: Critical Pedagogy and Activism, Organising Committee (a symposium hosted by Coventry University UCU in 2015).
  • European Conference on e-Learning (since 2005).
  • European Conference on Social Media (since 2013).
  • The Association for Learning Technology Conference, Programme Committee (since 2013).
  • Computer Assisted Learning, International conference 2011 [CAL11], Learning Futures: Education, Technology and Sustainability.
  • International Association for Development of the Information Society, e-Democracy, Equity and Social Justice 2010.
  • Plymouth e-Learning Conference (since 2009).
  • Member of the Scientific Committee for ICICTE (the International Conference on Information and Communication Technologies in Education, since 2011).
  • Member of the Co-operatives Free Universities Group (since 2012).
  • Member of the Social Science Centre, Lincoln (since 2012).
  • Member of the Steering Group for the DMU Volunteerism Project, which is a partnership between the DMU Nursing and Midwifery Research Centre and We are Macmillan Cancer Support.
  • Chair of the Association for Learning Technology Politics, Activity and Critical Theory Special Interest Group (2010-13).
  • Co-convenor of the Education for the Crisis network (2011-13).
  • Co-convener of the Leicester City Council/De Montfort University, Learning Resource Centre Connect network (2011-13).
  • Co-convenor of the Learners in the Co-Creation of Knowledge Research Interest Group (2008-10).

Professional licences and certificates

  • Fellow of The Higher Education Academy
  • PRINCE2, Practitioner
  • Managing Successful Programmes, Practitioner

Projects

A full list of projects is available at: http://www.richard-hall.org/research-projects/

Forthcoming events

Hall, R. (2019). The Alienated Academic: The struggle for Autonomy Inside the University. Education and Social Justice Research Group Seminar, Bath Spa University.

Hall, R. (2019). The Alienated Academic: The struggle for Autonomy Inside the University. EdD Weekend Study School, University of Sheffield.

Hall, R. (2019). On self, becoming and belonging in the PGR supervisory relationship. Mental Health in Academia, Queen Mary University of London.

Hall, R. (2018). Book launch for The Alienated Academic: The struggle for Autonomy Inside the University, De Montfort University.

Conference attendance

A full list of papers is available at: http://www.richard-hall.org/conference-papers/

All presentations are available at: http://www.slideshare.net/RichardHall

Recent presentations include the following.

Hall, R. (2018). Introduction to The Teaching Excellence and Student Outcomes Framework (TEF) in the context of UK’s Higher Education. Innovative ICT Education for Social-Economic Development (IESED), De Montfort University.

Hall, R. (2018). The Co-operative University as Anti-technocracy? Contemporary Philosophy of Technology Research Group Seminar, University of Birmingham.

Hall, R., and Noble, M. (2018). The practicalities and pedagogies of adult learning co-operatives: the case of Leicester Vaughan College. SCUTREA 18, University of Sheffield.

Bacevic, J., Amsler, S., D’Silva, S., Guzman-Concha, C., and Hall, R. (2018). Undisciplining: thinking knowledge production without the university. Undisciplining: Conversations from the Edges, The Baltic Centre for Contemporary Art, Gateshead.

Hall, R. (2018). Authoritarian neoliberalism and the alienation of academic labour. BERA Symposium, Debating theories of neoliberalism: New perspectives and framings in education research, University of East London.

Hall, R. (2018). Partnership, co-operation and dismantling the curriculum in higher education. Staff CPD Conference. Newcastle College.

Hall, R. (2018). Dismantling the curriculum in higher education. Radical Pedagogies: A Humanities Teaching Forum. University of Kent.

Hall, R., Lazarus, J., and Winn, J. (2018). Mass intellectuality and democratic leadership in higher education. Bristol Conversations in Education Seminar Series, University of Bristol.

Hall, R., Morrish, L. and Winn, J. (2018). Mass intellectuality and democratic leadership in higher education. Institute for Education Futures Seminar Series, De Montfort University.

Hall, R., Asher, G., Canaan, J., Di Muccio, E. and Pearce J. (2018). Mass intellectuality and democratic leadership in higher education. Contemporary philosophy of technology Seminar Series, University of Birmingham.

Recent research outputs

Hall, R. (forthcoming, 2019). Co-operation, Technology and the Commons: Knowledge Production without the University. In Learning for a Co-operative World – Education, Social Change and the Co-operative College, ed. T. Woodin. London: Trentham Books.

Hall, R. (forthcoming, 2019). Technology, Mass Intellectuality and the Cooperative University. In Co-operative Higher Education, eds. C Ross and M. Noble. London: Palgrave Macmillan.

Hall, R. (forthcoming, 2019). On autonomy and the technological abolition of academic labour. In Education and Technological Unemployment, eds. M.A. Peters, P. Jandrić, and A.J. Means. Singapore: Springer. http://hdl.handle.net/2086/17213

Hall., R. (forthcoming, 2019). Authoritarian neoliberalism and the alienation of academic labour. Social Epistemology.

Pulsford, M., and Hall, R. (editors, forthcoming, 2019). The impacts of neoliberal policy on the lived experiences of primary school communities. Power & Education, Special Issue.

Hall, R. (2018). The Alienated Academic: the struggle for autonomy inside the University. London: Palgrave Macmillan. http://hdl.handle.net/2086/16381

Hall., R. (2018). On the alienation of academic labour and the possibilities for mass intellectuality. tripleC: Communication, Capitalism & Critique, 16(1), 97-113.

Hall, R., and Winn, J. (eds). (2017). Mass Intellectuality and Democratic Leadership in Higher Education. London: Bloomsbury Academic. http://bit.ly/2dYsEkD and http://hdl.handle.net/2086/12714

Key research outputs

Hall, R. (2018). The Alienated Academic: the struggle for autonomy inside the University. London: Palgrave Macmillan. http://hdl.handle.net/2086/16381

Hall., R. (2018). On the alienation of academic labour and the possibilities for mass intellectuality. tripleC: Communication, Capitalism & Critique, 16(1), 97-113.

Hall, R., and Winn, J. (eds). (2017). Mass Intellectuality and Democratic Leadership in Higher Education. London: Bloomsbury Academic. http://bit.ly/2dYsEkD and http://hdl.handle.net/2086/12714

Hall, R., and Winn., J. (2017). Social co-operatives and the democratisation of higher education. In The Co-operative Education and Research Conference, Manchester, UK. https://www.dora.dmu.ac.uk/handle/2086/14110

Hall, R., and Smyth, K. (2016). Dismantling the Curriculum in Higher Education. Open Library of the Humanities. 2(1), p.e11. DOI: http://doi.org/10.16995/olh.66

Hall, R., and Bowles, K. (2016). Re-engineering higher education: the subsumption of academic labour and the exploitation of anxiety. Workplace: A Journal of Academic Labour, 28, 30-47. http://hdl.handle.net/2086/12709

Hall, R. (2015). The University and the Secular Crisis. Open Library of the Humanities, 1(1). DOI: http://doi.org/10.16995/olh.15

Hall, R. (2014). On the abolition of academic labour: the relationship between intellectual workers and mass intellectuality. tripleC: Communication, Capitalism & Critique, 12 (2), 822-37. http://hdl.handle.net/2086/10816

Hall, R., Atkins, L., and Fraser, J. (2014). Defining a self-evaluation digital literacy framework for secondary educators: the DigiLit Leicester Project. Research in Learning Technology, 22. https://www.dora.dmu.ac.uk/handle/2086/9892

Consultancy work

As an NTF mentor, I have supported successful applications from four DMU and three external candidates. I am active in the DMU NTF/Teacher Fellow network.

I support the work of Vaughan College in conversion to a co-operative college.

I am External Assessor on the HEA fellowship scheme at the University of Sunderland (since 2017).

I am a Trustee of the Open Library of Humanities (since 2015).

I am a Teaching Scholar at the Cooperative Institute for Transnational Studies (since 2015)

I am a member of the Centre for Transformational Learning and Culture (since 2016)

I have examined five external M.Phil./Ph.D. candidates, nine internal Ph.D. candidates, and a Masters by Research at DMU.

I am an invited member of the JISC Pedagogy Experts group (since 2009).

Between 2008-13, I was External Assessor on the Post-Graduate Certificate in Learning and Teaching at Glasgow Caledonian University.

I was a consultant on the University of Surrey’s VLE Review (2010).

I reviewed the use of technology in post-graduate teaching and learning curricula at Buckingham New University (2010).

I advised the British Council with Moscow Bauman State Technical University on the development of a Masters in Design Innovation (2006, 2011 and 2012).

I advised Te Wānanga o Aotearoa University in New Zealand in developing technology solutions for distance learners (2008).

I was consulted as part of the UK JISC Mobile and Wireless Technologies Review (2010).

I have also lead workshops on ELT for the following UK HEA subject centres: Business, Management, Accountancy and Finance; Escalate [Education Studies]; and History. I am on the register of expertise for the latter.

I was also a critical friend on the 2010, HEA-funded national scoping study of sustainable practices in technology-enhanced learning in universities.

In 2010, I was asked to be an expert on the HEA’s "Best Practice Criteria for e-Learning" workshop, held at Bradford University.

I contributed to the resource-bank that emerged from a joint Universities and Colleges Union/Centre for the Study of Global and Social Justice workshop ‘For a Public University’ that was held at Nottingham University (2012, see: http://andreasbieler.net/for-a-public-university/)

I am a National Teaching Fellowship Reviewer, since 2013.

Current research students

Nikki Welyczko, Ph.D. on nurse education, professional practice and resilience (1st supervisor).

Shireen Saifuddin, Ph.D. on digital literacy in Saudi Higher Education (1st supervisor).

Richard Vallance, Ph.D. on technology policy and the social role of the university (1st supervisor).

Angela Sibley-White, Ph.D. on the lived experience of primary school communities under neoliberal governance and policy (1st supervisor).

Awad Alotaibi, Ph.D. on admissions systems in Saudi Higher Education (2nd supervisor).

Kim Sadique, Ph.D. on Learning from and Preventing Genocide and Crimes of the State: The Role of Religion and Education (2nd supervisor).

Jonathan Gration, Ph.D. on Digital anastylosis; exploring the future of public engagement with digital historic interiors (2nd supervisor).

Externally funded research grants information

Courseware for History Implementation Consortium project, HEFCE TLTP3, 1999 – 2002, PI

e-Learning Capital Investment funding, HEFCE, 2005-2006, PI

e-Learning Benchmarking project, Higher Education Academy, 2006 – 07, PI.

e-Learning Pathfinder Project on Web 2.0 cultures, Higher Education Academy, 2007 – 08, PI

Connecting Transitions and Independent Learning, Higher Education Academy, e-Learning Research Observatory, 2008 – 09, PI

Mobilising Remote Student Engagement, JISC, eLearing Curriculum Delivery Project, 2008-2010, PI, Kingston University

Deliberative User Approach in a Living Lab project, JISC Greening IT Project, 2010 – 11, CI

Sickle Cell Open: Online Topics and Educational Resources project, JISC Open Educational Resources programme, 2010 – 2011, CI

New Dimensions of Security in Europe project, European Commission, Lifelong Learning Programme, 2009 – 10, Project evaluator

Open to Change project, JISC, Greening ICT programme: technical development, 2010-11, CI

HE Leadership Foundation-funded, Changing the Learning Landscape project, 2013-14, PI.

Using a value-added metric and an inclusive curriculum framework to address the black and minority ethnic attainment gap, HEFCE Catalyst Fund, 2017-19, CI 

Internally funded research project information

Building capacity to impact on policy and practice project, Revolving Investment Fund for Research Round 2, 2010-2011, CI

EARS II Pedagogical Project, HEIF5, 2012-13, CI

Knowledge Exchange Digital Literacy Framework Project, HEIF5, 2012-14, PI, Leicester City Council.

Towards Equitable Engagement: the Impact of UDL on Student Perceptions of Learning, Teaching Innovation Project Fund, 2016-17, PI

Leading Change for Sustainability: developing a Social Learning approach within a DMU course, 2016-17, Teaching Innovation Project Fund, CI

Transformative learning for the public good – an integrative approach to sustainable community development, 2016-17, HEIF, CI

Mapping Learning City Infrastructures Under Austerity Governance, CURA, 2017-18 

Professional esteem indicators

I have examined thirteen Ph.D candidates, one at M.Phil.,and one at M.Res..

I am a Trustee of the Open Library of Humanities.

I was Associate Editor of the Journal of Information, Communication and Ethics (2011-15).

I am a member of the Review Board for the Journal of Information, Communication and Ethics (since 2010).

I am a member of the Editorial Advisory Board for the Journal for Critical Education Policy Studies (since 2012).

I am a member of the TripleC: Communication, Capitalism & Critique Editorial Board (since 2015).

I am a member of the Teaching in Higher Education Editorial Board (since 2015).

I am a member of the Research in Learning Technology (formerly ALT-J) Editorial Board (since 2009).

I am a member of the Postdigital Science and Education Editorial Board (since 2017).

I am a reviewer for: the Journal for Critical Education Policy Studies (since 2014); the Higher Education Research and Development journal (since 2016); the Journal of Learning, Media, and Technology (since 2010); the Interactive Learning Environments journal (since 2010); Computers and Education (since 2010); and the Electronic Journal of e-Learning (since 2005).

I am Editor for the DMU education and pedagogic research journal, Gateway Papers.

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