Educational Research

Education is one of the most fundamental human cultural practices; and Educational Research is the interdisciplinary field of enquiry focused on all of its aspects. The Educational Research pathway directly contributes to the ESRC strategic priorities ‘Influencing behaviour and informing interventions’ and ‘A fair and vibrant society’. The pathway brings together two leading institutions in the field: Lancaster University’s Department of Educational Research and the University of Manchester’s Manchester Institute of Education. The pathway provides a vibrant environment for doctoral training, encouraging doctoral participation in research networks and providing access to training programmes from both participating institutions.

Research at the Manchester Institute of Education is organised around four research themes: Critical Education Policy and Leadership; Critical Pedagogies and Maths Education; Disadvantage and Poverty; and Education and Psychology. Research at Lancaster’s Department of Educational Research is organised through three research centres: the Centre for Higher Education Research and Evaluation; the Centre for Social Justice and Wellbeing in Education; and the Centre for Technology Enhanced Learning. Applications to our pathway should explicitly state how they address at least one of the ESRC strategic priorities and fall under the remit of at least one theme or centre from a participating institution. We are particularly interested in receiving applications for joint supervision with one supervisor located in each participating department.

Programmes eligible for NWSSDTP funding

N.B. Master’s programmes can only be funded as part of a 1+3/2+2 Studentship

Lancaster University

University of Manchester

For information on how to apply for funding, please visit our How to Apply page.

Pathway Representatives

Contact details for Educational Research Pathway Representatives at each institution can be found here

Current Educational Research NWSSDTP students

SymondsEloise Symonds (2017 Cohort)

Reframing power relationships in higher education: An integrated understanding of conflicting power relationships and undergraduate subjectivities in the current university climate.

This study draws on 32 semi-structured interviews, 12 observations and 12 policy documents from two universities to elucidate the transforming power relationships in universities, through an exploration of the conflicting subjectivities that undergraduates are positioned within. It argues that the three irreconcilable subjectivities of traditional learner, partner, and consumer are encouraging conflicting behaviours and thus, transforming power relationships.


 

 

 

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