Southampton Education School research

Advancing knowledge, effecting changeResearch at Southampton Education School

Contents

4 Improving the quality of apprenticeships

6 Inspiring young people to make healthy choices

8 Assessing the impact of collaboration between schools

10 Helping people with learning disabilities to be heard

12 Inclusion and quality in research

13 Using data to improve schools

14 Sparking an interest in science

15 Exploring technician roles

16 Studying the impact of the economic crisis on active citizenship

17 Gauging the impact of increased tuition fees

18 Researching and developing mathematics textbooks

19 Developing technologies for children with autism

20 Supporting trainee science and mathematics teachers

20 Encouraging diversity

20 Informing the teaching and learning of writing

21 Leadership in Higher Education

22 Higher Education Research Group

22 Promoting quantitative methodologies

22 High Reliability Schools

23 Our research centres

The potential for education to improve people’s life chances lies at the core of our research. We are exploring aspects of teaching and learning for all ages, from early years to adulthood. Our research encompasses the full range of learning environments, including nurseries, schools, colleges, universities, workplaces and community-based initiatives. We are using our findings to shape policy and good practice, and to improve access to education for all groups in society.

Although our focus is education, our research has an impact across a broad spectrum of contemporary social and economic issues – for example, our innovative LifeLab programme is encouraging young people to make informed choices about their health, while a technique developed by academics at the School has transformed approaches to helping people with severe learning difficulties communicate – and ranges from the analysis of apprenticeships and workplace learning to the effectiveness of school partnerships in improving pupil outcomes.

Collaborative in nature and global in its reach, our work is contributing to government policy in the UK and worldwide. The four research centres and numerous Special Interest Groups within the School support a dynamic research environment, and our students and postgraduates work with internationally respected academics at the forefront of their fields.

We hope this brochure gives you a flavour of the variety and scope of our work. You can discover more by visiting our website, www.southampton.ac.uk/education

Professor Anthony Kelly Head of School

Professor Alison Fuller Director of Research

Welcome to Advancing knowledge, effecting change which features some of the life-changing research being carried out by Southampton Education School at the University of Southampton.

4 Education Research | University of Southampton

Improving the quality of apprenticeshipsSupported by government and popular with employers, apprenticeships have expanded beyond traditional industries and are being taken up by a more diverse range of people, but what does a good apprenticeship look like, and how can workplace learning be designed to maximise the benefits for individuals and organisations, and in turn the economy as a whole?

The ‘expansive-restrictive’ framework for evaluating apprenticeships was created to help address questions like these. It sets out criteria against which training providers and employers can assess their apprenticeships, helping them to identify strengths and weaknesses and improve the quality of their provision.

Professor Alison Fuller explains: “The term ‘expansive’ describes an apprenticeship that enables individuals to learn their occupation in a holistic way and provides a platform for career progression and progression towards higher level qualifications. On the other hand, a restrictive apprenticeship is one that offers little in the way of development opportunities.”

Initially developed by Alison and Lorna Unwin during a study of apprenticeships in the steel industry, the concept has since been extended to the wider workplace environment. Alison and colleagues at the Institute of Education, London and Cardiff University investigated workplace learning in 11 public and private sector organisations during a study funded by the Economic and Social Research Council (ESRC). One of the key outcomes was the Working as Learning

Framework, a new integrated approach to conceptualising and analysing workplace learning. The framework helps organisations, policymakers and training professionals to identify the ways in which workplaces can become more expansive learning environments for the whole workforce as well as apprentices.

A further influential resource for employers and training providers was commissioned by the Learning and Skills Council (LSC) and is available as a free, downloadable guide, Creating and Supporting Expansive Apprenticeships, on the ‘excellence gateway’ website. It has had over 600 online hits and been downloaded approximately 200 times.

More recently, Alison has been using the expansive-restrictive concept to look at the way local authorities are using apprenticeships as a vehicle to address inner-city challenges. The work is funded through the ESRC LLAKES Centre (Learning and Life Chances in Knowledge Economies and Societies).

“City councils are grappling with issues of social inequality, community cohesion and economic regeneration,” says Alison. “Some are using apprenticeships as part of

the solution and using innovative ways to encourage companies to get involved – for example by making the provision of education and training opportunities a requirement for businesses seeking planning permission.”

There is a general perception that apprenticeships are for school-leavers, but in fact the biggest growth in uptake has been by people over the age of 25. Another strand of research is asking questions about the value of adult apprenticeships. “Increasingly, they are being populated by workers in existing jobs that are converted into apprenticeships, with little opportunity for new learning,” says Alison. “We are using the expansive-restrictive model to ask whether this is effective, or whether government policy may inadvertently be undermining best practice.”

The significant body of knowledge built up in this field has enabled our academics to contribute to policy at many levels. Nationally this has included feeding into government policy debates as well as reviews by organisations such as the Equality and Human Rights Commission and UK Commission for Employment and Skills.

5Education Research | University of Southampton

Inspiring young people to make healthy choicesThe innovative LifeLab programme is encouraging teenagers to make informed choices about their health-related behaviour, as well as generating an interest in science and health as future study or career options.


LifeLab is a science education intervention designed to change young people’s attitudes and behaviour towards their own health, and the health of their future children, through a hands-on, science-oriented teaching package. The emphasis is on reducing the risk of non-communicable diseases such as cardiovascular disease, diabetes, chronic lung disease and some forms of cancer.

“The World Health Organisation estimates that these diseases cause about two thirds of deaths globally, 80 per cent of which could be prevented through behaviour change,” explains Dr Marcus Grace, a director of LifeLab. “Children need to understand the underpinning science to make informed judgments about their own health.”

LifeLab’s novel approach draws on extensive educational research evidence about ways to engage teenagers in issues about their health. It also focuses on medical research findings that show that our long-term health is highly dependent on our environment during our early years of development.

Classroom teaching topics are supported by a range of activities undertaken at Southampton General Hospital and at the University. For example, students measure the flow of blood through the carotid artery, extract their own DNA and investigate the transport of nutrients across a real human placenta, learning about key health messages along the way. Students also discuss career opportunities with health and medical scientists.

As well as benefiting students, LifeLab includes a professional development component for science teachers, run by the Science Learning Centre South East at Southampton Education School.

To date more than 500 teenagers in Southampton and Hampshire have taken part in LifeLab. Early evaluation suggests persisting effects on students’ attitudes, with statistically significant differences between LifeLab students, surveyed six months after taking part, and their non-LifeLab peers. For example, far more LifeLab students appreciated that the food they eat now will affect their future health and that their current diet could affect the health of any children they may have.

There has also been a significant impact on students’ interest in science. Six months after

LifeLab, 73 per cent of students indicated that they were now likely to carry on studying science post-16, compared with 34 per cent of their peers. More than twice as many LifeLab students claimed to be interested in a job in the healthcare or science sectors.

The LifeLab concept builds on a model developed by LENScience in New Zealand, and the two projects are now working together to run parallel interventions in both countries. The joint evaluation programmes include looking at cultural differences, with a view to developing the approach further in other parts of the world.

LifeLab is a collaboration involving a wide range of partners: Southampton Education School and the Faculty of Medicine at Southampton, the Medical Research Council Lifecourse Epidemiology Unit, the NIHR Southampton Nutrition Biomedical Research Centre University Hospital Southampton NHS Foundation Trust, the Bupa Foundation, the Science Learning Centre South East, the Schools Science Advisor for Southampton and the secondary schools themselves.

Translating research

As well as enabling young people to make healthy choices, LifeLab is part of a project exploring a new approach to ‘translational’ research.

Traditionally, translational research has referred to the translation of scientific, lab-based findings into medical practice, and is usually seen as a two-way process between scientists and clinicians.

However, academics at the Science Learning Centre South East, which is based at the Southampton Education School, believe that it should encompass a wider audience – the general public who benefit from research. They are conducting two studies, including one that uses LifeLab as a focus, that look at how teachers and students can engage with and ‘translate’ the research that is happening in their city.

Funded by AstraZeneca Science Teaching Trust, the project will enable teachers to participate in professional development opportunities and to develop teaching sequences and resources. The teachers’ experience of translational research and curriculum development will then be evaluated.


In recent years, schools have increasingly been encouraged to work together in order to improve their effectiveness and in turn, improve pupil outcomes. Our academics are at the forefront of research in this area, working on a range of projects to establish the effectiveness of school collaborations and networks, and to identify the essential factors for their success.

Assessing the impact of collaboration between schools

Researchers from the Centre for Leadership, School Improvement and Effectiveness are undertaking an ongoing programme of studies looking at school-to-school collaboration from a variety of perspectives and using a range of research methods.

Professor Daniel Muijs explains: “One aspect of the research is to identify whether networking and collaboration make a positive difference. We have done this using

quantitative studies, comparing matched data from schools involved in collaborations and those that aren’t. The findings showed that pupil performance does improve more in schools that are part of a network. This is especially the case where a high-performing school works with a low-performing school.”

Research undertaken by Daniel into the impact of Federations of schools was among the first quantitative studies of school-to-

school collaboration. It was funded by the National College for School Leadership, which promoted the results widely and disseminated them to government. The concept of stronger schools partnering weaker ones is now supported in government policy.

Qualitative studies, using surveys and case studies, have also shown that networking has a positive impact in terms of better


quality professional development, increasing learning between schools, the shared procurement of resources and in developing a broader curricular offering.

Another strand of the research programme is looking at the conditions that need to be in place in order for collaboration and networking between schools to be successful. This research is underpinned by a theoretical framework that was developed by looking at work on networking from a range of disciplines including social sciences, businesses, management and psychology.

“We’ve found that it is important for networks to have a very clear set of goals that are agreed from the outset,” says Daniel. “Time needs to be built in to the model to allow for the building of trust between partners. There also needs to be a clear

commitment to the partnership from the schools’ senior leaders and positive and clear benefits for all involved.”

This is particularly important where a strong school partners with a weaker school, when the benefits for the stronger school may not be immediately apparent. The research has found that stronger schools learn from areas of good practice in the weaker schools, and also benefit from the professional development opportunities that come from taking a supportive role.

A recent research project looking at school-to-school partnerships in Southampton secondary schools found a number of positive outcomes for the stronger schools, including the retention of senior staff. For some head teachers, offering support to another school was a personal career challenge that was

motivating them to remain in their role. The results of this study were presented to head teachers and council officers to aid the further development of partnership models.

Our academics are leading the way in this area of research. Often invited to speak at conferences around the world, they continue to contribute to debates and policy development at a local, national and international level.

An agreed set of goals and commitment from the schools’ senior leaders are essential elements for the success of school partnerships


Helping people with learning disabilities to be heard A technique developed by one of our academics has radically changed approaches to working with people with severe learning disabilities, improving the quality of life for huge numbers of people and laying the foundations for a body of research which continues to generate impact today.

Intensive Interaction helps people with severe learning difficulties to develop fundamental communication skills, such as using and understanding eye contact and facial expressions, in a fun and relaxed environment


Intensive Interaction is used to teach fundamental communication skills to children and adults who have severe learning difficulties or autism. Demonstrated to help people respond to and initiate social interaction, it has been widely adopted throughout the UK and overseas.

The idea was developed by Professor Melanie Nind of Southampton Education School, and her former colleague Dr Dave Hewett. “At the time, the thinking was that it was impossible to teach people who displayed challenging behaviour, so all efforts went on modifying the behaviour,” she says. “Our thinking was that extreme behaviour was an understandable reaction to circumstances and that it was more important to begin to engage with people who otherwise remained socially isolated.”

Using the way young children learn early communication skills from their parents as a basis, Melanie, Dave and colleagues developed an alternative model. It works by progressively developing responsive, mutually enjoyable interaction sequences, with sessions repeated frequently and in a relaxed, free-flowing way.

Melanie conducted a rigorous study to define and establish the efficacy of Intensive Interaction with institutionalised adults. Since then further studies, some supervised by Melanie, have added to the body of evidence, broadening the scope of the technique to children, people with multi-sensory impairments and people with dementia.

Today the approach is used across the UK, supported by an Intensive Interaction Institute with 21 regional networks and an annual conference for around 150 practitioners. Practitioners in other countries have also adopted the technique. It has also been influential at national policy level; it was endorsed in the Qualifications and Curriculum Authority’s national curriculum guidelines for learning difficulties and in key policy papers published by the governments in Wales and Northern Ireland.

The Department of Health’s document Valuing People Now, which outlines the UK government’s vision for people with learning disabilities, includes an exposition of Intensive Interaction, its history and benefits.

The development and evaluation of Intensive Interaction has formed the foundation for much of Melanie’s current work. For example, she has been leading studies around emotional wellbeing and mental health and looking at how the approach can be used to promote wellbeing. She has also carried out research into the concept of access and what it means for people with learning disabilities to access health, education and other services.

Interactive Intervention is also highly relevant in the context of the recent shift towards including the voices of children, young people and people with disabilities in research, policymaking and other areas. “Nothing has overtaken or replaced Intensive Interaction as a way of working with people with more profound learning disabilities,” says Melanie. “It is a factor in ensuring that this group isn’t excluded from the current debates about voice and influence.”


In recent years, people with learning disabilities have become directly involved in research projects that relate to learning disability issues. Government and other funding bodies are increasingly using the level of inclusion within proposed projects as a key factor in their funding decisions. However, until now there has been little discussion about what constitutes good quality, inclusive research.

To progress the debate, Professor Melanie Nind and Dr Hilra Vinha brought together people involved in undertaking and funding this type of research at a series of focus groups.

Melanie explains: “We know what good academic research looks like – it is rigorous, systematic and trustworthy, for example. For people with learning difficulties, good research means research that is relevant to their lives, involves them and makes a difference in the real world. Our study was about how we understand quality from these two different perspectives, and what we do with that information.”

The results of the study will be published in an accessible report and examples of different approaches to inclusive research will be added to a dedicated website. The project

will also generate teaching materials for professionals who use and teach research.

“Ultimately what we will have is some criteria about what good research of this kind looks like, that funding bodies and policymakers can use when they select projects for funding,” adds Melanie.

The research, entitled Quality and Capacity in Inclusive Research with People with Learning Disabilities, was funded by the Economic and Social Research Council (ESRC).

Inclusion and quality in research Southampton researchers have carried out the first research project of its kind to bring together people with learning disabilities, funders and researchers to discuss issues of quality and inclusion in research.

People with disabilities are playing an increasing role in conducting research into issues that affect their lives and shaping the research agenda


Professor Anthony Kelly and Dr Peter Jones are currently working with the Jersey Community Relations Trust (Government of Jersey) to research the impact of policy and practice on the educational outcomes of different community groups in the Jersey primary school sector.

The research will establish a new evidence base in relation to the educational participation, outputs and outcomes of different community groups. In addition to interrogating existing Education Department datasets, Tony and Peter will develop and use new quantitative measures of attainment inequality as part of their research.

Other recent funded work in this area includes an Economic and Social Research Council project in which Tony and Chris Downey investigated the use of pupil attainment data in secondary schools. They also conducted a national survey funded by CfBT Education Trust aimed at understanding the use of performance data in schools, and have undertaken several projects with local authorities in England. The most recent was a study of the use of data as it relates to non-participation in education and training.

With Professor Daniel Muijs and Dr Priya Khambhaita, Tony and Chris also worked on

a project funded by the Fischer Family Trust on improving the capacity of effectiveness data to inform improvement in student learning and aspirations.

“The UK is probably the most data-rich country in the world in terms of information about pupil attainment,” says Tony. “The ongoing challenge is to find ways to use this data to improve pupil outcomes.”

Using data to improve schoolsOur researchers are developing new ways to use attainment and progress data to evaluate and inform educational policy and improve practice. They are involved in a range of research projects developing new quantitative metrics and new ways of interpreting and using school data.

The UK has a wealth of data about pupil attainment; our researchers are using it in new ways to shape future education policies


The Pri-Sci-Net project aims to support and coordinate inquiry-based teaching methods in science using networking as a model of professional development for teachers. Inquiry-based teaching promotes the active engagement of children in problem-based learning activities. Key elements include an emphasis on observations and experiences as sources of evidence, the development of questioning, planning and recording skills and the use of collaboration and communication as part of the learning process.

Dr Jenny Byrne and Willeke Rietdijk are

leading the project at Southampton, which is one of 14 higher education institutions in Europe involved in the European Union-funded project.

Each partner organisation will develop several inquiry-based science teaching activities. These will be tested in schools and evaluated, with a view to creating a bank of resources which can be translated for use across the countries involved. In addition, training events, conferences and an online network will enable teachers to share and develop ideas.

Jenny says: “The outcomes will be important in terms of promoting scientific literacy for all, but also in encouraging those with an interest to continue to study science and consider a career in science-based industries. For teachers it will provide new ways of teaching science and create an international community of practice.”

Sparking an interest in scienceSouthampton researchers are involved in a project that brings together a Europe-wide community of primary teachers and teacher educators to develop innovative ways of teaching science.


Exploring technician rolesA Southampton study is the first to examine technician level roles in the healthcare sector. It is opening up important debates about how these roles are perceived and how they can be made more attractive as career options for young people.

To improve the health of the UK economy, it is recognised that more needs to be done to increase capacity at technician or intermediate level within the science and technology sectors. To date, research into these roles has focused on industries such as engineering and manufacturing. However, an innovative study led by Professor Alison Fuller is investigating the role and meaning of ‘technician’ across the healthcare sector.

The study used maternity support, radiography support, healthcare science and dental technician as case studies. These were

chosen to reflect the diverse characteristics of roles at this level and the different ways in which they are positioned in job and qualification hierarchies.

“We asked participants a range of questions including what the concept of technician means to them, what development opportunities were available for staff at this level and whether measures such as registration schemes and clearer career progression might promote entry into technician roles,” says Alison. “The findings will contribute to major policy debates in

healthcare about workforce skills, education and training pathways, and the registration of intermediate workers, as well as the national policy focus on growing the number of technicians across the economy.”

The study was part of a programme of research on technicians funded by the Gatsby Charitable Foundation, and was carried out by a team from the University of Southampton and the LLAKES Centre (Centre for Learning and Life Chances in Knowledge Economies and Societies) at the Institute of Education, London.


Studying the impact of the economic crisis on active citizenshipA Europe-wide study has highlighted participatory strategies to support democracy and social cohesion during adverse times.

The research was led by Dr Bryony Hoskins in collaboration with eight partner institutions in seven European countries. Bryony says: “In the current harsh economic climate across Europe there has been a loss of trust in political leaders and a move towards more extremist parties. It is important for people, especially the young and unemployed, to have their voices heard in the political decision making process to mitigate this.

“The study maps the state of play on levels of citizen engagement, and identifies policies and practices to facilitate this across Europe to help find effective strategies to encourage people to get involved.”

The research suggests that by enabling people to be involved in local politics and volunteering they are more likely to feel they have a voice and a stake in society. It could also mitigate against the danger

of people being attracted to antidemocratic movements or expressing themselves through violent or illegal action.

As well as analysing the current position, the research brought together good practice examples of participatory citizenship. It also made key recommendations including a focus on learning citizenship inside and outside school in order to enhance individuals’ engagement. Another recommendation was the adoption of a long-term strategic approach that refocuses policy attention on learning and enhancing political participation and not just volunteering.

The recommendations will be taken forward under forthcoming European initiatives including the European Year of Citizens in 2013 and the Europe for Citizens programme 2014–2020, which will determine future European funding of citizenship projects.


Gauging the impact of increased tuition feesOur researchers have studied the effects of increased university fees on the perceptions, expectations and decision-making processes of young people. The findings provide valuable information for universities about the factors that will influence young people’s choices and the most effective strategies for attracting potential students.

Dr Martin Dyke led the study, which surveyed more than 600 young people eligible to enter higher education in the coming year. Parents and college staff were also interviewed. The study considered students’ perceptions of the initial information and guidance they received about going to university, through to university teaching and student support.

Martin says: “The fieldwork took place after individual universities had decided on the level of fees they would charge, but before details about bursaries and fee waivers were known. It was a time of upheaval in higher education, with many details of the changes unclear to those in the sector and potential students.”

The research indicated that while young people were anxious about and frustrated by the changes, the increase in fees was not

a deterrent for the majority; more than three-quarters of those surveyed still planned to go to university. However students’ rationale for choosing a university was likely to be affected, with students actively seeking to reduce the cost of higher education by staying at home and studying locally.

The study also showed that in order to attract students, universities need to move beyond indirect channels of information such as prospectuses and websites. “Students are much more positive about a university they have been to, even if it is for a third party event,” explains Martin. “It will be important to provide more opportunities for direct experience of the university through visits, lectures and other educational activities.”


This series of projects undertaken by MaSE include comparisons of textbooks used in different countries as well as studies exploring the way textbooks are used in the classroom and how they shape the teaching and learning process.

The significant body of knowledge that has been developed at Southampton is being used to inform mathematics textbook development, ultimately helping to improve mathematics education for children worldwide. MaSE academics have been involved in the development of textbooks in the UK, United States, China and Singapore.

MaSE is playing a key role in the mathematics education research agenda at an international level, and Professor Lianghuo Fan and Keith Jones are currently editing a special issue of The International Journal on Mathematics Education, one of the most prestigious publications in this area of research.

“We have invited many well-known researchers to contribute and hope it will be a milestone in the field of mathematics textbook research, bringing together the latest thinking,” says Lianghuo. Currently, Lianghuo, Keith and Ruth Edwards are also engaged in research comparing mathematics textbooks in the UK and China.

The work builds on a longstanding interest in mathematics textbook research and development at Southampton; in the early 1960s the influential ‘SMP’ series of mathematics textbooks began as a University-funded project and the initiative continues to have close ties with the University today.

Researching and developing mathematics textbooksResearchers from the Centre for Mathematics and Science Education (MaSE) are leading the way in the field of mathematics textbook research, contributing to a better understanding of the use of textbooks in mathematics teaching and learning.

The way teachers in different countries use mathematics textbooks in the classroom is one strand of our research


The COSPATIAL (Communication and Social Participation: Collaborative Technologies for Interaction and Learning) project developed two interactive technologies to help children and young people on the autism spectrum to develop their social skills. One of these was the collaborative virtual environment (CVE), a game in which children communicate in order to succeed in stacking virtual blocks.

Dr Sarah Parsons was involved in leading the design and evaluation of the CVE. She says: “One of the crucial aspects of the project was the involvement of key stakeholders in the methodological process. Our aim was to make sure that the technological innovations could be used in real-world classrooms.”

A group of teachers participated in a series of design workshops from the start of the project. Children on the autism spectrum and without autism were also regularly involved in design and feedback activities to inform the development of prototypes. Evaluation has shown that children enjoy using the technologies, teachers find them useful and children can transfer some of their learning to real life. The researchers believe that the participatory design methods contributed to this positive response.

Funded by the European Commission, COSPATIAL was a collaboration between the University of Southampton, the University of Nottingham, Foundation Bruno Kessler, Italy,

and the Universities of Bar-Ilan and Haifa in Israel.

The work will continue as a result of follow-on funding from the Economic and Social Research Council. This will enable researchers from the Universities of Southampton and Birmingham, Cardiff Metropolitan University and the Institute of Education to evaluate the usefulness and applicability of a range of collaborative technologies in real-world classrooms.

Developing technologies for children with autismA collaborative project which has developed technologies to benefit children with autism has broken new ground by including children and teachers in the design and evaluation process.

Children with autism were involved in the design of collaborative virtual environments, which encourage the development of social skills


In brief

Supporting trainee science and mathematics teachers Researchers are exploring innovative ways to help address a national shortfall of mathematics and science teachers.

A government review in 2010 found that over 30 per cent of secondary teaching vacancies in England were in mathematics and science. While initiatives to encourage more trainees in these subjects have had some success, there is still a worrying drop-out rate on teacher training courses and among newly qualified teachers.

To try to tackle this, researchers Ruth Edwards and Ros Hyde from the Centre for Mathematics and Science Education (MaSE) are studying the effectiveness of measures they have put in place to support trainee mathematics teachers at Southampton.

A survey of student teachers showed that they often felt isolated while on teaching practice and would like more support with classroom management and lesson planning. In response, Ruth and Ros set up sessions in these areas, including workshops on body language and voice training. A Facebook group was established to enable students to support one another and share experiences, which led to the sharing of teaching resources via a file sharing website. According to feedback, these two online tools were particularly valued by students.

The effectiveness of these measures has been evaluated through further surveys and students’ progress will continue to be tracked to monitor the longer-term impact. There are plans to set up similar support networks for the next intake of mathematics and science teacher trainees.

Encouraging diversity A Southampton study is investigating the experiences of academics from black and minority ethnic (BME) backgrounds within higher education.

Dr Kalwant Bhopal, an expert in diversity in education, is taking the research forward using the University as a case study. She says: “The University is keen to explore how BME academics can be encouraged to become leaders in the sector and how they can be best supported to do this.”

Kalwant is currently undertaking a review to establish the current position, looking at issues of race, gender and class and how these factors interact.

This will be followed by interviews with staff from BME and non-BME backgrounds about the support strategies that are in place to help them progress in their careers.

The results of the study will be disseminated and debated at workshops and will inform inclusive policy making within universities.

Informing the teaching and learning of writing Southampton is involved in a European research network that is looking at the way people write and informing models of learning and teaching writing.

Dr David Galbraith is a member of the European Research Network for Learning to Write Effectively (ERN-LWE). “My research focuses on how people go about writing, the process of composition and the extent to which people discover what they want to say in the course of this process,” says David.

A key finding in this area is the degree to which the writing process varies between individuals. “The traditional advice about planning your work is useful for some writers, but can stop others from developing their understanding and cause them to write less well. How you go about teaching writing makes a big difference depending on the individual.”

The ERN-LWE network is funded by the European Science Foundation and is part of the Cooperation in Science and Technology (COST) initiative. It brings together researchers working on different aspects of writing to improve the understanding of writing and the way it is taught. Its work is helping educational agencies across Europe and in the United States develop policies for the teaching of writing.


A review of existing research on leadership in higher education will provide a better understanding of current knowledge and help to assess areas for future research or practice development.

Professor Jacky Lumby has been commissioned by the Leadership Foundation for Higher Education to review the results of research projects funded by the Foundation. The review will explore a range of issues such as who are perceived to be leaders in higher education, whether leaders reflect the

diversity of wider society, what leaders do and how much importance is placed on good leadership.

“One theme that has emerged is that we don’t know a great deal about the behind-the-scenes politics of leadership,” says Jacky. “This is probably a very significant part of leadership, but it is something we need to know more about.”

Another key issue within existing research relates to impact – does good leadership lead

to better outcomes for students, for example, and how can this be measured?

The final report will be published on the Foundation’s website and circulated widely to higher education institutions to spark further debate. “This is an ongoing area of interest in higher education and one that is of great importance, because leaders’ decisions and actions can have a big impact on people’s life chances,” comments Jacky.

Leadership in Higher Education


In brief

Promoting quantitative methodologies The Quantitative Methodologies Special Interest Group is successfully encouraging and supporting researchers in the most effective use of quantitative methodologies.

Dr John Schulz, the Group’s convenor, says: “The Group was set up three years ago to promote research in this area. We run workshops and seminars, showcasing good examples of quantitative methodologies within the School’s own projects.”

For example, as part of this group, Professor Anthony Kelly and Dr Priya Khambhaita are analysing data from the UK’s National Pupil Database on how examination success in secondary schools in England is spread across the range of prior attainment as a measure of equity in local authorities. Tony comments: “Policy makers have struggled to marry their measures of effectiveness with their aspirations to generate equity in pupil outcomes, and there is currently no accessible metric for gauging the extent to which the system is meeting these expectations, though we can expect international studies like PISA to take it into account in the coming decades. This is the problem we are trying to address in our research project: to link research in the area of social justice with educational effectiveness and improvement.”

High Reliability Schools A system that introduces a ‘failure-free’ approach to education has shown dramatic, long-term improvements in secondary pupil attainment.

While there is a substantial body of knowledge about ways in which schools can improve pupil performance, there has been little research into how they can reliably deliver reform. To address this the High Reliability Schools (HRS) concept was developed, based on insights into the characteristics of high reliability organisations such as air traffic control, where failure could result in disaster.

Professor David Reynolds, one of the concept’s originators and a world-leading researcher in school effectiveness, says: “The results show that the aspiration to have failure-free schools that deliver a basic minimum for all children, regardless of their background, is deliverable.”

The HRS system was first piloted in secondary schools in the UK in 1994 with funding from CfBT Education Trust. By applying principles such as a focused set of shared goals and increased use of data to monitor performance, schools have shown significant and ongoing improvements over 15 years. For example, at schools using HRS in one area of Wales, the increase in pupil attainment is two to three times higher than at schools in other areas.

Information about the HRS system has been widely disseminated and educators in the United States are currently exploring the concept with a view to a national programme of school reform.

Higher Education Research Group The Higher Education Research Group brings together innovative and leading-edge research in a wide range of contemporary, policy-related areas of higher education.

As well as providing a forum for the presentation of new research through its seminar series, this Special Interest Group acts as a vehicle for the development of new research projects.

It also aims to encourage interdisciplinary dialogue among those interested in higher education research issues from other disciplines within the University and beyond.

The Group’s convenor, Dr Michael Tomlinson, says: “The Group’s remit has evolved to encompass a wide span of interests including higher education policy, the transition from higher education to employment, patterns of decision-making relating to progression into higher education and leadership issues.”

As part of this Special Interest Group, Professor Tony Kelly is convening a university-wide ‘HE Progress and Achievement Data’ (HEPAD) research unit which will model and interrogate university data to inform widening participation issues. HEPAD is based at the Southampton Education School and over the coming period Tony and Professor Daniel Muijs, with other colleagues at Southampton and at Imperial College London, will initiate a range of investigations to develop effectiveness metrics for use in higher education.


Our research centres

The centres’ research programmes continue to attract major funding and each has made significant contributions to policy and practice both nationally and internationally. By creating opportunities to debate, critique and build on current thinking and to share expertise, the centres play an active role in the research community within the University and beyond.

Leadership, School Improvement and Effectiveness

The delivery of better outcomes for students is at the core of research conducted by the Centre for Leadership, School Improvement and Effectiveness.

Understanding institutional improvement and effectiveness is crucial to reform in both local and international contexts. The Centre aims to provide an evidence base for policy makers through its innovative research into the role of leadership and the nature of education. Of particular interest is the use of the wide range of data available in educational settings, not only to measure student outcomes in the broadest sense of the word, but to capture the variation inherent within and between educational institutions.

Academics at the Centre employ a wide range of quantitative and qualitative techniques and a variety of theoretical constructs, from cross-cultural and diversity frameworks to theories of change management and choice.

Lifelong and Work-related Learning

Research at the Centre for Lifelong and Work-related Learning focuses on the changing relationship between education, the economy and society.

Its members research shifting patterns of participation in and transitions between higher, further and adult education in the

UK and internationally. They also study the opportunities for personal, educational, vocational and professional development for people at different life stages and from different socio-economic, educational and employment backgrounds. While the political and economic impact of our research agenda is of paramount importance, our contribution also extends to engaging with and being at the forefront of developments in conceptualising, theorising and explaining the ways in which work, across multiple industries and sectors, can be understood as a site for learning.

The Centre’s research has a direct link to public policy formation and analysis in the areas of higher education, further education, training, skills, qualifications and employment.

Mathematics and Science Education

The aim of research at the Centre for Mathematics and Science Education is to explore the way people, communities and cultures acquire and use knowledge in mathematics and science.

Its projects aim to develop theories and methods that contribute to equity for all learners and inform new visions for student achievement and for the professional development of mathematics and science educators. In particular, the Centre’s research seeks to inform the STEM (science, technology, engineering and mathematics) agenda, at national and international level. Its research spans a range of topics, including conceptual development in mathematics and science, education for biodiversity, sustainability and citizenship and embedding information and communications technology in teaching and learning.

Social Justice and Inclusive Education

The Centre for Social Justice and Inclusive Education seeks to investigate issues of equity, entitlement, access and participation in education.

Drawing on the reciprocal influences of sociological and psychological theories, the Centre’s projects explore factors that support or impede educational and social opportunities, empowerment and accessibility for learners. The main aim of our research is to place particular emphasis on the participation and ‘voice’ of different communities, including children and their families.

Our research focus centres on particular aspects of diversity including special educational needs, learning disability and autism, race and ethnicity, disadvantage and poverty and cognitive processes in literacy and digital inclusion. Our research and teaching is driven by the central guiding principles of social inclusion and equity.

The School’s principal research interests are pursued in our four research centres. Each centre acts as a focus for the innovative and often interdisciplinary and collaborative research undertaken by our academics and research students.


www.southampton.ac.uk/education [email protected] +44 (0)23 8059 2625

Southampton Education School research

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