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
University of Manchester
For information on how to apply for funding, please visit our How to Apply page.
Contact details for Educational Research Pathway Representatives at each institution can be found here
Current Educational Research NWSSDTP students
Sofia Eleftheriadou (2017 Cohort)
- University of Manchester
- Website: https://www.research.manchester.ac.uk/portal/sofia.eleftheriadou.html
- Email Address: firstname.lastname@example.org
- MethodsX Stream: Quantitative Methods
Collaborative problem solving and science teaching and learning
My research project investigates the conceptualisation and measurement of collaborative problem solving (CPS) construct. Using data from PISA 2015 study, the validity of the CPS construct and its association with students’ background and attitudes are explored. Finally, the response processes of students when answering CPS assessment questions are investigated through cognitive interviewing to inform validity of the construct.
Eloise Symonds (2017 Cohort)
- Lancaster University
- Website: https://www.linkedin.com/in/eloise-symonds-0a7303103/
- Email Address: email@example.com
- Methods X Stream: Interview-based Qualitative Research
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.
Victoria Hirst (2018 Cohort)
- University of Manchester
- Website: https://www.seed.manchester.ac.uk/education/research/postgraduate-research/phd-students/
- Email Address: firstname.lastname@example.org
- MethodsX Stream: Ethnography
Tackling educational disadvantage through an innovative cradle-to-career school design: the case of Berryhill Academy
A persistent issue in the field of educational disadvantage is that of schools’ limited capacity to tackle the web of social issues that many children face before they reach the school gates. Schools cannot tackle these issues on their own and in response, this project explores an innovative approach: a cradle-to-career school design.