RAE2001 logo



RA5a: Structure,environment and staffing policy

Following the 1996 RAE, the Education Research Centre (ERC) was established to be responsible for the support, development and strategic direction of education research across the University. Supported by the ERC infrastructure, our continued development in education research has led to:
a) significant new grants from research councils, charities/foundations, and UK and EU government bodies. Within this RAE period we received £296k from all sources of income (RA4) including £70k from the ESRC; this compares to the1996 total of £81k, with no funding from research councils. Additionally, we are partners in current projects funded by ESRC (£96k) and Leverhulme (£280k) and in two new ESRC Teaching and Learning (Phase 2) projects whose value is a further £1.7million;
b) substantially improved quality of research output – the proportion of refereed articles and books in this RA2 has increased to 71% of our total entries, from 49% in 1996; and
c) enhanced student numbers by both traditional MPhil/PhD and our new EdD routes leading to a doubling in number of research students.
Education research activity is organised into four groups: i) Literacies in Education, ii) Higher Education (both Literacies and HE had research themes ‘flagged’ in 1996), iii) Teaching & Learning in Schools, and iv) Religious and Cultural Dimensions of Education. Researchers of international reputation can be found in each group. Our strategies have established a substantial, recognised research base, an environment for education research to develop and thrive, and significant insights into pedagogic processes.
Research infrastructure
The ERC provides strategic direction and support for education research within the Faculty of Education & Sport and across the University. The ERC is directed by Professor Kutnick, who co-ordinates research activities with group leaders and ERC administrators. Structurally, the ERC manages individual and group research projects in all groups; co-ordinates research with the Centre for Learning and Teaching (CLT) in HE and the newly established Education Policy and Evaluation Unit (EP&E Unit); services the Faculty Research Strategy Committee; allocates, monitors and reviews the expenditure of RAE funds; and co-ordinates and monitors the progress of research degree students in the Research Student Division.
Research support provided by the ERC
More specifically, on a day-to-day basis, the ERC supports research through:
a) interactive weekly research seminars, led by academics from the UK and abroad;
b) publication of fully refereed, in-house occasional papers and a new journal;
c) a faculty-level, generic research methods programme for research degree students and staff;
d) funding of bursaries to release staff from some teaching responsibilities, for research assistance, and for conference attendance;
e) writing and publishing workshops for inexperienced and developing researchers;
f) mentors for research publication and related writing;
g) administration of research degree programmes (MPhil, PhD, and EdD), including a distinguished lecture series, dedicated student research seminars and provision of a fully-equipped student research base; and
h) financial and quality assurance for the EP&E Unit and externally funded research projects.
Staffing of ERC
To realise our plans, we have prioritised research leadership in staff promotion. A professorial appointment was made to direct the ERC (Kutnick) and a new research appointment made for the CLT (Stierer, from July 2001). Key staff have been promoted to co-ordinate and lead research groups. These appointments bring our total of Professors to six (Dombey, Kutnick, Homan [Education]; Bourner [Business]; Watson and Laing [Directorate]), Readers to two (Modgil and Fox) and Principal Lecturers to two (Baker and Stierer); in 1996, senior research positions comprised two Professors and one Reader. The ERC also employs one Research Fellow (Bowden) and 0.5 Research Officer (Williams), two part-time administrators, and two ESRC Research Officers.
ERC activities have developed our research culture, as reflected in:
a) successful bids to major funding bodies including: Economic and Social Research Council, Leverhulme and Nuffield Foundations, Department for International Development, Arts Council of England and Wales, St Gabriel’s Trust, Froebel Educational Trust, Further Education Development Agency, South East Arts, Lighthouse, the Anglo-German Foundation and European Union (EU) programmes;
b) higher quality and increased number of publications by staff;
c) collaboration with a broad range of external researchers on a range of projects;
d) stronger participation in national and international conferences, seminars and symposia, including conference organisation and keynote presentations;
e) development of an in-house occasional paper series and the Ways of Knowing Journal;
f) pedagogic research within and beyond the University; and
g) increased research degree student registrations, development and implementation of professional doctorates (including the EdD programme) and external research degree examining at doctoral level.

Research Groups
1. Literacies in Education
Development and staffing
Co-ordinated by Professor Dombey, the group is staffed by lead researchers (Dombey, Fox, Baker and Loveless) and by established researchers (Miller, Robinson and Ellis), supplemented by Faculty Research Fellows (Hawkey [Head of Education, Natural History Museum] and Clay) and a group of developing researchers (see Staffing policy). Ellis and Robinson have recently been promoted to higher academic positions at other universities. In addition to the increased number of researchers, quality of publications, external funding, participation in high-profile research projects, and contributions to national and international conferences have all strengthened and continue to develop.
The group was flagged in 1996 for its research into multiple literacies, which continues as a major focus of its activity. Literacies presents a unique profile, integrating a concern for cultural contexts within a plural concept of literacies. The term literacies includes the initiation of young children into conventional print, the discourses and practices of numeracies and other school disciplines, and new digital communication systems. Two of the research themes presented in 1996, Early Literacy Learning and Ways of Knowing continue to develop and have received international recognition (see RA6). A third, Digital Literacies, is new to the group and reflects a growing concern with the conceptual and communicative impact of new technologies (see Research Impacts).
Research themes in Literacies include:
· Early literacy learning: teaching and learning of print literacy, concerning interaction between teacher, text and children at Key Stage 1; storytelling and literacy; and children’s literature (Dombey, Fox and Robinson).
· Ways of knowing: multiple literacies and numeracies which result from contestation of the traditional ways of knowing associated with school disciplines, including underachievement in numeracies from a social practice perspective, and social identity in both Science and English education (Miller, Fox, Baker, Clay, Hawkey and Loveless).
· Digital literacies: involving both verbal and visual aspects, and including education on-line and the visual arts relating to new technology and pedagogy in primary schools (Loveless, Ellis and Robinson). Further research focuses on ‘edu-tainment’ in museums (Hawkey).
A reconceptualisation of literacy connects research in the group, which includes ‘ways of knowing’ in the context of interactionist views of reading, writing and numeracy, various post-structuralist discourses and cultural changes following the development of new technologies. In addition to acknowledged theoretical considerations, there is a focus on curricular and pedagogic implications for schooling. Researchers see their work as informing a critical public debate on the direction and aims of education as well as on the means for achieving these. Many of their publications discuss literacies for the future and the need to take account of the context of a complex, heterogeneous and rapidly changing society, as well as transformations in the means of conceptualising and communicating information.
Research impacts
The group has gained substantial new external research funding. Baker furthers the social anthropological understanding of literacies in his roles as Principal Researcher on the Leverhulme funded Underachievement in Numeracy in Primary Schools (£140k, with King’s College London) and Co-director of the Leverhulme funded project Home and Community Literacies with Primary-aged Children (£140k, with King’s College London and Goldsmiths). Loveless has secured funding from Arts Council (£30k), Lighthouse (a Brighton-based charity assisting the development of arts and education projects for the community) and SE Arts (£9k) to investigate The Role of ICT in the Development of Visual Literacy (which won the ‘Best Theory Paper’ awarded by the Society for IT in Teacher Education (USA) in 1998). She has also been funded by Lighthouse to evaluate Art On The Net, and was a member of the EP&E Unit that evaluated teachers’ use of laptops in Portables for Teachers (East Sussex LEA - £10k). Dombey, an internationally recognised leader in early literacy research, has co-ordinated the Innovative Approaches to Early Literacy Education project with partners in Greece, Italy and Spain, funded by the TSER programme of DGXII of the EU (£6k). Fox and Clay have been partners in the Comenius project, War and Peace in Children’s Literature, funded by the Socrates programme of the EU with colleagues from Belgium and Portugal, which resulted in the translation and dissemination of this literature in Europe for the first time. These externally funded projects have led to new partnerships with researchers in other institutions (here and abroad), and to high quality academic publications. Research by Baker, Dombey, Fox and Loveless has led to curriculum and pedagogic developments that are integrated into their teaching. During this RAE, the Ways of Knowing group has published two books (Challenging Ways of Knowing, Eds. Baker, Clay, Fox; and ICT, Pedagogy and the Curriculum, Eds. Loveless, Ellis), organised an international seminar and inaugurated a new journal (Ways of Knowing Journal). Hawkey
s continuing association with Literacies allows him to apply digital and multi-media research in the promotion of museum science education. (RA2 book and refereed journal publications have increased to 76% of the total - from 45% in 1996.)

2. Higher Education
Development and staffing
Led by Professor Bourner since 1997, the group is staffed by lead researchers (Watson, Laing, Bourner and Sosabowski), by established researchers (Barlow and Hughes) and by new researchers (Bareham, Bone, Bowden, Reeve, Watts, Olivier, Pickering and Newton). The extent of the intense researcher development undertaken in HE is indicated by the fact that nine of the thirteen members of staff listed in RA2 have become research-active since 1996. Eleven further staff could have been included in this submission by virtue of their publications, but are included in other Units of Assessment (following the RAE decision to include pedagogic research within other UoAs. Bourner’s publications are included in UoA 43; where he also heads the Management Development Research Unit. Other pedagogic researchers include: UoA 43 - Flowers, Frost, Lawson, O’Hara, Ruggeri-Stevens, Webber; 64 – Ball, Drew; 11 – Martin; 61 - Dron).
The group, flagged for its research into Policy & Management in 1996, is a focus for research into HE across the University. Two research themes Policy & Management and Learning & Teaching were established before 1996. A third, Professional Development, has developed significantly since 1996 and is concerned with the analysis, evaluation and establishment of programmes within higher education. Research into HE is supported by a Research Fellow (Bowden for Policy & Management) and a Research Officer (Williams for Learning & Teaching). For reasons of promotion or retirement Beaty, Hunt, Siviter and Corbett have left the university since RAE 96.
Research themes in Higher Education include
· Policy & Management: investigations into management and planning for HE within the UK, and post-Dearing analyses into life-long learning and universities (Watson and Bowden); evidence-based policy development for HE, including league tables, employability and strategic planning (Bowden, Laing and Watson).
· Learning & Teaching: pedagogic research into learning and communication skills, and subject applications in the arts and sciences (Barlow, Watts, Sosabowski, Hughes and Pickering); preparation and accreditation of university teachers (Laing, Atkinson, Bourner and Barlow); learning technologies related to the internet and other ICT applications nationally and internationally (Reeve, Newton, Barlow, Sosabowski, Olivier, Watts and Pickering); and action learning as an alternative to traditional learning and pedagogy in HE (Reeve and Bourner).
· Professional Development: academic analyses relating to course developments in the light of the Harris Report [this substantive research base shaped the University of Brighton EdD] (Bowden, Bareham, Bourner and Laing); practice and pedagogy in courses for professionals (Bourner and Watson); and the transition from university to professional work placement in nursing and engineering (Maillardet with Professor C Miller [Nursing]).
There is a creative overlap between the three themes, allowing for cross-fertilisation of ideas. Recognised national and international leadership has developed our strong reputation in Policy & Management in the post-Dearing era, especially with regard to government consultancies concerning professional and higher education. The substantive theme of Learning & Teaching has impacted on course development and evaluations of professional development.
Research impacts
Substantial staff development has taken place in the group leading to improvements in quality of publications, funded research and other indicators. Watson was a member of the Dearing Committee, chaired UACE (until 1998), received a knighthood for his services to HE and has been particularly active on ESRC, HEFCE and other working groups. He has been at the forefront of evidence-based research and discussions concerning HE policy. Bourner, Laing and Bowden have led research into professional doctorates, contributing policy, management and pedagogical implications on the content and structure of HE. This work has led to the development of a taxonomy for distinguishing professional doctorates and consultation by groups such as HEFCE, Council for Science and Technology, DfEE, ESRC and AHRB. Bourner and Reeve have generated significant external funding (£140k, North West Health Board in Ireland) in their development and application of action learning for professionals. Sosabowski, Watts and colleagues have designed, implemented (especially with regard to resistance to change) and evaluated ICT as a pedagogic tool (both in learning resources and assessment) in pharmacy and second language learning; leading to international consultancy and adaptation of method in South Africa and elsewhere. Watts has recently gained support (£4k) for research into the decline of modern language student numbers in the UK (Anglo-German Foundation). The CLT maintains a strong research profile in occasional papers, annual conferences and collaborative books - especially concerning practice and pedagogy for professionals (New Directions in Professional Higher Education, Eds. Bourner, Katz and Watson). The new ESRC Teaching & Learning (Phase 2) grant (£750k) awarded to Eraut (Sussex), Maillardet and Professor C Miller [Nursing] concerns post-university professional development. (RA2 book and refereed journal publications have moved up to 65% of the total from 33% in 1996.)
3. Teaching and Learning in Schools
Development and staffing
Co-ordinated by Baker, the group is staffed by lead researchers (Kutnick and Baker [also in Literacies]), by established researchers (Atkinson, Lee, O’Neill, Whitehead and Wing), by new researchers (Stidder, Theodoulides, Edmond, Norman and Berdondini) and supplemented by a strong group of developing researchers (see Staffing policy). An honorary Faculty Research Fellow, Oates [Head of Research at QCA], is associated with the group. New researchers have already made a strong contribution; six of the twelve researchers reported in RA2 have become research active since 1996. Some members of the 1996 submission have been promoted or retired and left the university (Latham, Murdoch, Brumfitt and Cullimore).
Research within the sub-area is now recognised at national and international levels. Its three themes are School Processes, Values & Mentoring and Further Education; all themes focus on school-based problems involved in learning and teaching. The sub-area provides a natural base for the newly established Education Policy and Evaluation Unit (EP&E Unit and its precursor the Centre for Training and Development). Some substantially funded national and international research projects with practical impacts have been completed; others are in progress with funding agreed for further projects.
Research themes in Teaching and Learning in Schools
· School processes: social and pedagogic effects of schooling, classrooms and curricula. Studies explore: children’s achievement with regard to gender, friendships and within-class groupings nationally and internationally (Kutnick); social pedagogic contexts of learning (Kutnick and Berdondini); bullying (Berdondini); curriculum-based pedagogies with regard to numeracy (Baker), mental arithmetic (Wing), physical education (Stidder and Theodoulides) and geography (Norman).
· Values & Mentoring: initial teacher education in the establishment and assessment of mentoring (O’Neill, Stidder and Theodoulides) and partnership (Atkinson); moral and cultural responses within cultures of sport and physical education for adolescence (Lee, Whitehead and Theodoulides).
· Further education: establishment, assessment and evaluation of GNVQs and the identification and assessment of key/transferable skills (Atkinson, Edmond and Oates).
The group is centrally concerned with institutions that promote learning. Baker
s research focuses on relationships between the home-school learning of numeracy adapting a social practices model perspective. Wing has challenged developmental models of pedagogy and offered a Gestalt alternative to the teaching of arithmetic, supported by TTA teacher research grants. Kutnick and colleagues have established social pedagogy as a legitimate research area nationally and internationally. O’Neill, Stidder and Theodoulides explore effective partnership and mentoring as essential ingredients of successful initial teacher education. Lee and Whitehead have applied attribution and moral development theory to the understanding of sport and physical education.
Research impacts
Members have attracted substantial research grants: Kutnick: DFID: Gender and Achievement - £40k; ESRC: (with Blatchford) Pupil grouping in primary schools - £56k, Pupil grouping in secondary schools - £96k; Froebel Education Trust: Children’s friendships - £1k; and in January 2001, Kutnick (with Blatchford & Galton) ESRC Teaching and Learning (Phase 2) Improving the effectiveness of pupil groups in classrooms - £1.01m. Edmond (with Atkinson and Oates): Further Education Development Agency: Evaluations of GNVQ - £60k. Lee and Whitehead: ESRC: Values, achievement and moral attitudes in youth sport - £40k. The impact of Kutnick
s research develops understanding of how the social processes of pupil groups in the classroom can promote or hinder learning. Edmonds evaluations have improved pedagogy in GNVQs. Baker has researched in South Africa, including consultancies on Work Place Numeracy, the Social Uses of Literacy and Accessing Mathematics in HE projects, and evaluated DFID funded programmes for INSET in mathematics. With British Council funding, the group is helping to develop an education research infrastructure with the Mauritius Institute of Education and the University of the West Indies (Trinidad and Barbados campuses). The group has also established Socrates (EU) funded staff research links to Greece (with the University of Thessaloniki), exploring social competence and early education. The newly established EP&E Unit has won research contracts concerning the Effectiveness of laptop computer use by teachers - £10k, and Education reform in the States of Guernsey - £6k (and under the former CTD, attracted Nuffield development and evaluation funding of £90k). Wings Numicon (applications of theory and research) has been adopted by several LEAs to support early arithmetic learning. (RA2 book and refereed journal publications have increased to 68% of the total from 58% in 1996.)

Some of these research programmes have received substantial recognition. In the Caribbean, Kutnicks research on gender and achievement in schools has been recognised by the World Bank and the Caribbean Development Bank (currently funding a feasibility study for further research). Reports from this study have been placed in every classroom in Trinidad. Other research by Kutnick has been recognised by the British Psychological Society in their new handbook on Attention Deficit/Hyperactivity Disorder (BPS, 2000) and by the QCA. The ESRC Teaching and Learning Initiative grant recognises the value of research into classroom social pedagogy. Bakers research into numeracy was drawn upon in the development of National Numeracy Strategy training materials. Lee and Whiteheads moral attitude instrument for physical education has been adopted through Europe and North America. Atkinson, Oates and Edmonds research has led to the adoption of assessment and course development tools for GNVQs.
4. Religious and Cultural Dimensions of Education
Developments and staffing
Co-ordinated by Modgil, the group is staffed by lead researchers (Modgil, Homan and Cole), by established researchers (Bastide, Clay [also in Literacies] and Ota) and supplemented by developing researchers (see Staffing policy). Cole leads the writing support workshops for new researchers and is Education Research Publications Mentor. Modgil edits the ERC Occasional Paper series as well as the internationally recognised Education and Development (Cassell Academic), Educational Dilemmas (Cassell Academic) and Education, Culture and Values (Falmer Press) series. Recently Clay left the university for an LEA position but retains a role as a Faculty Research Fellow.
This group has maintained and developed its reputation for individual scholarship both nationally and internationally. Its strength lies in publishing and the assistance given to new researchers in disseminating their work. The group contains two themes: Religion & Education and Cultural Issues in Education.
Research themes in Religious and Cultural Dimensions of Education
· Religion & Education: religious education and spirituality in schools (Homan and Ota), the religious education co-ordinator in the primary classroom (Bastide), and the language and liturgy of religious aesthetics (Homan).
· Cultural Issues in Education: equality and race issues, postmodernist and Marxist critiques, and social and cultural constructions of knowledge (Cole and Clay), critical evaluations and discussions of teacher education, reforms, power & responsibility (Modgil), and research ethics (Homan).
Staff research interests, expertise and publications cover a wide ideological range, but are connected by an over-arching concern to develop and extend the generic identification of Religious and Cultural Studies. Research within the themes analyses classroom culture and religious education, and challenges policy issues through reflective, empirical and theoretical approaches.
Research impacts
RA2 book and refereed journal publications have increased to 75% of the total from 50% in 1996. Research in the sub-area is mainly undertaken by individuals, although Bastide has received funds from the St Gabriel’s Trust (£10k) and Ota is a Research Officer on the new ESRC Group work project. Given the individual nature of research and publications in this sub-area, most of the quality impacts are identified in evidence of esteem where critical, edited volumes and the approaches to religious education in childhood are described.

Specific arrangements for supporting collaborative research
Intra and inter-institutional collaboration is a predominant feature of the ERC's. Collaboration has been demonstrated at local, national and international levels and is evident in each of the four groups. At the local level, partnerships exist with three LEAs to provide training and research support for initial and in-service teacher education. Through the LEA Professional Development Centre on the Falmer site we provide research consultancy for schools, teachers and LEA staff. Registrations for MPhil/PhD and EdD have emerged from these local networks. Collaboration with local schools and with other institutions nationally is found in:
· school-based teaching of mental arithmetic (Wing, funded by TTA);
· school-based use of multi-media (Loveless and Long, SE Arts funding);
· school and home-based culture of numeracy (Baker, funded by Leverhulme and working with King’s College London and Goldsmiths);
· school-based improving the effectiveness of classroom groups (Kutnick, funded by ESRC, working with the Institute of Education, London and Homerton, Cambridge, and cited by East Sussex LEA as part of its DfEE development plan);
· learning within post-graduate employment (Maillardet & Miller, funded by ESRC, working with Sussex University); and
· professional doctorates based at the National Centre for Work Based Learning Partnerships (Bowden and Laing, with Middlesex University).
Research collaboration also exists across the University, with Literacies in Education, Teaching & Learning in Schools and Higher Education weekly research seminar programmes, and ERC support for researchers. Within the University, the CLT has promoted research and projects in higher education for professionals locally and nationally. EP&E Unit will expand in the near future, to include researchers from the University of Sussex. International collaboration is exemplified by international seminars on Ways of Knowing, collaboration with other institutions in EU projects such as the study of children’s literature of war (Fox and Clay), research on school achievement with the University of the West Indies (Kutnick with Trinidad and Barbados), the investigation of literacy and numeracy with the National Literacy Co-operative, South Africa and social uses of literacy with the University of Cape Town (Baker). We are currently involved in improving the research infrastructure at the Mauritius Institute of Education. Collaboration has facilitated mutual development of education research between us and our partners.

Main objectives/activities for the next 5 years
Over the next five years, we fully expect that:
a) the research and publications supported by the grant funding (e.g.: ESRC, Leverhulme) will have an impact on wider educational policy and practice in schools and HE institutions, here and overseas;
b) the higher profile of our current researchers have an impact on the recruitment and development of academic staff entering research and on the research culture;
c) key issues and themes arising from our particular research strengths will further develop (see sub-areas below);
d) the practical focus of our research in our new EdD programme will have a greater influence on professional practice ; and
e) the new Educational Policy & Evaluation Unit and the Centre for Learning & Teaching will expand their research briefs within the University, LEAs locally and nation-wide. (The CLT will focus on staff training and development, national and international conferences, and enhanced campus-wide research capacity under direction of Stierer. The EP&E Unit will expand externally through local, regional and national evaluations under the guidance of Oates & Kutnick.)
These objectives will be achieved within research undertaken by each group:
Literacies in Education will continue to develop the theme of multiple literacies (Baker, Dombey, Fox and Miller) through international seminars, publications and the new Ways of Knowing Journal which has already received international submissions. Having explored issues in underachievement, the Leverhulme projects will play a major role in developing practice and policy in the pedagogy of mathematics and numeracy (Baker). The digital literacies theme will seek to attract more national and international projects (Loveless); new researchers (see Staffing policy) have joined the theme and research will expand through school-based partnerships and beyond. Dombey is developing an early literacy project concerning children and text in successful classrooms. Overall, the group will develop its programmes through grant applications, publications, collaborative work with teachers in classrooms, and presentations at national and international levels.
Higher Education will maintain its strong profile in Policy & Management and expand in themes of Learning & Teaching (including ICT) and Professional Development. It will focus research within these themes, using the ERC as a link across the University, and encouraging greater staff involvement at the international level. Policy & Management will continue with publications, seminars and participation on national and international committees (Watson and Bowden). The new Professional Development theme will impact nationally and internationally with publications, committee memberships (Laing and Bourner), and development of professional degrees, as well as expand its research into post-university professional education. Learning & Teaching will develop pedagogic understanding in higher education, drawing upon ICT and other technology; affecting university teaching here and abroad (Sosabowski, Watts, Pickering and Olivier; especially in developing countries working with the School of Languages). In its co-ordination of pedagogic innovations across the university, Learning & Teaching will publish volumes that analyse best practice (Barlow, Reeve and Stierer). New and established researchers University-wide will be encouraged both within specific subject areas and at more generic pedagogic levels. Research into ‘access’ will be initiated when Stierer takes up his post at the CLT.
Teaching and Learning in Schools will expand pedagogic research in curricular and classroom processes, values and mentoring. The sub-area has received substantial external funding and is in the process of publishing related manuscripts. With the new ESRC grants, it will make a significant contribution to the use and understanding of pupil groups in classrooms (Kutnick, Berdondini and Ota). This project will also serve as a base for further research funding applications concerning grouping in HE and in developing countries (such as the West Indies, Southern Africa). We are also planning to evaluate teacher education in Mauritius with the Mauritius Institute of Education. The sub-area has established collaborative research with LEAs, which will be further developed via the EP&E Unit, leading to practitioner and theoretical publications. Research into key skills (Atkinson, Edmond and Oates), values (Lee, Theodoulides and Whitehead) and mentoring (O’Neill and Stidder) will grow in importance over the next RAE period and will lead to practical pedagogic and curricular implications.

Religious and Cultural Dimensions of Education has already achieved national and international status for its critical and compendium volumes concerning theory and practice of the culture of education. For Modgil, the major series Education, Culture and Values will be completed in the next RAE and editing will continue with a new series on the Seven Ages of Man. The sub-area will further develop its religious education theme with the involvement of new staff (Ota, Williamson) who approach the study of religious education from the perspective of young children and research into Muslim education (Carpentar). Further critiques of education policy are to be published by Cole, especially Schooling and Equality (Kogan Page) and Marxism Against Post-modernism (a new edition for the USA, Lexington Press). Homan will continue research into religious aesthetics and ethics. Development will be shown in the amount and level of scholarly activities and international publications undertaken. The University of Brighton is scheduled to be the future conference site for the International Journal of Childhood Spirituality.
With regard to research degree students we expect: increased registrations for MPhil/PhD students as publications arising from current projects are disseminated and more members of staff complete their own research degrees and numbers on the EdD programme to increase over the next three years, drawing upon interested professionals from HE, school management and classroom sectors.

Staffing policy:
Special arrangements for the development of newer members of staff:
Research development for staff is catered for in several ways. They are encouraged to undertake post-graduate research, and a number are reading for MPhil/PhD (7) and EdD (4); their research should feature more centrally in future RAEs. The ERC has initiated an on-going series of Research and Writing Workshops and a Mentor scheme for the encouragement and support of staff new to research. As the new EdD programme becomes established, more staff will be encouraged to read for the degree as well as participate in methodology courses. Specific RAE-related funding has been set aside to encourage new members of staff to present and network at relevant national conferences, and to apply for ‘seed’ money to support small-scale projects. In newly developed criteria for recruiting academic staff, the ERC now reviews applications for their research potential. All new staff are inducted into our research programmes. These initiatives are starting to yield results. New staff have begun to undertake projects and publication (Bowden, Edmond, Stidder, Theodoulides and Pickering) and are presented in the RA2. Others are undertaking research projects and have presented conference papers with preliminary results (Heath, Long, Dore, Wickens, Carpentar and Williamson); these staff are not included in the current RA2 but should feature in the next RAE. Heath will enhance the science curriculum profile in Teaching & Learning in Schools. Long, Dore and Wickens will augment the digital literacies group in Literacies in Education. Carpentar and Williams will expand Religious and Cultural Dimensions in Education with regard to cultural presentations of (Muslim and Catholic) education. Finally, a number of long-term staff have undertaken research for the first time and are reported in the RA2 (Norman, Bareham, Reeve and Bone). More of our existing staff have begun research projects, and will be reported in the next RAE (Pearce, King, Mines, Simpson).
Arrangements for the development and support of the research work of staff generally: Established staff are also encouraged to read for research degrees, participate in Research and Writing Workshops and Mentoring, and attend methodology courses and conferences. Additionally, research funding administered through the ERC allows members of staff to bid annually for research support, which can be used to reduce teaching load, hire research assistance, purchase equipment, fund conference participation, and provide opportunities for development of collaborative contact. Computers and software are regularly updated for staff. The University provides central services to support training in research methods and supervision as well as statistical and other infrastructure services. With the appointment of Stierer in the CLT, members of staff across the University will be supported to engage in subject-based and pedagogic research. Staff, research degree students and local researchers from LEAs and other universities are encouraged to attend weekly research seminars. The seminar series is complemented by a monthly, distinguished lecture series run in co-ordination with the EdD programme.

Developments within the University include a new Library (opened April 2001) and the construction of a new Research Centre Building (to open in 2003). The Research Centre will bring together a number of social science research units at the University, including from UoA68: the ERC, the CLT, the EP&E Unit and the CCPD; and, outside education, the Health and Social Policy Research Centre and the Nursing Research Centre. This new building will provide specialist facilities for each research centre as well as dedicated research seminar, consultancy and lecture rooms. Research students will acquire new research and seminar rooms. This larger community of researchers should provide a rich and stimulating environment for the further development of our research.

Users of this website should note that the information is not intended to be a complete record of all research centres in the UK

Copyright 2002 - HEFCE, SHEFC, ELWa, DEL

Last updated 17 October 2003

[ Home | About the RAE2001 | Results | Submissions | Overview reports | Panels | Guidance for panel members
| Guidance for institutions | Publications  ]