Professor Richard Hall

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.

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

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

Digilit Leicester Project

Electro Acoustic Resource 2 (EARS 2): Implementing sound-based music, technology and education

Open to Change Project

Deliberative User Approach in a Living Lab Project

Connecting Transitions and Independent Learning Project

e-Learning Pathfinder Project on Web 2.0 cultures

Mobilising Remote Student Engagement Project

• 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

• 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

• B.A. Hons
• M.A.
• Ph.D.

• 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

• 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.

• 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).

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

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

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.

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.

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

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

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.

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.

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).

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 

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 

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.