Phd research topics in education management
Mar 10, 2018
Researching a PhD for the first time is like a quest for which you have no map or overarching strategy to guide you, according to Victoria Perselli, associate professor in the School of Education at Kingston University.
Students are expected to lay down the theories that will underpin their research on their own, and many find this a struggle.
“Nobody can really pre-specify what that [theory] will be, or what sort of theory might fit best with what you want to know,” said Dr Perselli.
An important starting point to developing theory is reading, she added. “Right from the beginning, reading very widely and deeply is key because that helps you see exactly who else has researched that area already, which is something that you need to know,” she said. It also flags up the key thinkers in a particular area from the past and present day and shows how they describe what they know.
“That desk-based element of the research is very important because it broadens your own vocabulary and it enables you to think and to talk about theories that are already out there,” she said.
Armed with this information, doctoral students can then seek to understand what they could add to the field with the design of their own research questions. One way of getting a grip on this could be to look at people currently working in the field who have taken theory from the past and reframed it for the present, Dr Perselli suggested. This can help to further expand an individual’s lexicon, which in turn helps them to develop more sophisticated research questions.
Many students are caught out by exactly how much time and space is needed for this in-depth thinking. One of the most common pitfalls for PhD students is to underestimate the extent to which his or her life needs to be organised in order to provide necessary space and quality time to develop a theory.
Regularly discussing desk-based research with a supervisor will eventually lead to the development of a theory that fits your ideas and methodologies together. But a supervisor cannot tell you what to do or how to find solutions. Students must take ownership of the research and its development at this early stage, Dr Perselli said.
The theory is mapped on to an individual’s investigation, which is ongoing in an iterative process. The gathering and analysis of data during this stage should then be synthesised with time spent reading and writing along the way.
“You are thinking and discussing and writing all the way through…The thesis that you end up with will not be the sum of that work,” she said, adding that only a portion of it will make the final cut.
Students should be encouraged when their findings do not correlate with the theory, added Dr Perselli. “That is where it gets exciting,” she said. There would be nothing new to say if the findings had a direct and obvious relationship to the theory, she added.
It is the surprises “that take your breath away” that allow a researcher to take stock of what is known already and to look at how the findings relate to the theory. Using the new vocabulary gleaned from the exhaustive reading of the field can help figure out this enigma, she said.
Judith Squires has been appointed a council member for the Economic and Social Research Council by Greg Clark, the universities minister. Professor Squires is pro vice-chancellor for education and students at the University of Bristol.
The University of Huddersfield has made two new professorial appointments to the School of Art, Design and Architecture. Dilanthi Amaratunga and Richard Haigh are both experts in the built environment.
Donna Lee has joined the University of Bradford as dean of social and international studies. Professor Lee was previously at the University of Kent, where she was professor of
international political economy and diplomacy.
The Bodleian Libraries at the University of Oxford have made Lucie Burgess associate director for digital libraries. Ms Burgess, who will join in November, is currently head of online services at the British Library.
A University of Manchester professor has been made the president of the European Association for Cancer Research. Richard Marais will hold the position from 2014 to 2016.
Member of staff
Research interests relevant to PhD supervision
Dr Jeremy Airey
Teaching and learning in science (particularly biology and psychology); continuing professional development for school science educators; informal science learning.â€‹
Dr Kathryn Asbury
Home and school influences on academic achievement and/or well-being; educational research using genetically sensitive designs; choosing extra-curricular activities; choosing careers and planning the future.
Dr Clementine Beauvais
Childhood studies; children's literature; philosophy of education; theoretical approaches to childhood and education; childhood and education in culture and literature.
Professor Judith Bennett
Science education; attitudes, engagement and participation in science; widening participation in science, including gender issues in science education, evaluation of educational interventions; systematic research reviews.
Dr Cylcia Bolibaugh
Processing and acquisition of formulaic language; usage-based approaches to second language acquisition; corpus-based research and experimental investigations of frequency effects; individual differences in implicit and explicit language learning.
Dr Claudine Bowyer-Crane
Reading and language development and disorders; the processes underlying reading comprehension; new vocabulary learning and methods of vocabulary instruction; the interplay between oral language and reading development; learning needs of children with English as an Additional Language; effective interventions for children with reading and language difficulties.
Dr Eleanor Brown
Development education, global citizenship, transformative learning, critical pedagogies, critical reflection and dialogue.
Dr Andrzej Cirocki
Teaching and learning English as a foreign language; developing learner autonomy, TESOL materials development and reflective teaching.
Professor Ian Davies
Citizenship education; history education; global education; social studies education.
Dr Lynda Dunlop
Science education (primary and secondary), particularly teaching and learning relating to the nature of science and socio-scientific issues; science teacher education; and philosophy for children.
Dr Khaled El Ebyary
The pedagogical applications and impact of emerging technologies; language assessment including automated writing evaluation and computer-based feedback; Web 2.0 technologies in the classroom; test washback; language learners and teachers; computer-mediated communication.
Dr Sally Hancock
Higher education research; education policy; political economy of education; sociology of education; widening participation and social mobility.
Dr Zoe Handley
Second language speech learning, including oral fluency development and pronunciation; new technologies in language learning and teaching, and in particular studies grounded in second language acquisition theory research; and, (computer-mediated) task-based language learning.
Dr Jan Hardman
Classroom interaction; dialogic teaching; language curriculum-based research.
Dr John Issitt
Historical and cultural formation and learning – especially learning that crosses cultural barriers. Epistemological, religious and political assumptions used in learning. Relations of power, critical pedagogy, themes of emancipation, the development of learning programmes and the micro-politics of learning communities; the public intellectual and the evolution of higher education.
Professor Robert Klassen
Teacher-student interactions; measuring teacher effectiveness; student and teacher motivation and emotions; cross-cultural perspectives on education and psychology; motivation and emotions of students with special education needs.
Dr Kerry Knox
Teaching and learning of science at the undergraduate level; development of expertise in experimental chemistry; interdisciplinary training.
Dr Irena Kuzborska
Teacher cognition in language teaching; teaching second language reading; English for specific purposes; materials evaluation and design for language learning.
Professor Chris Kyriacou
Educational psychology; teachers, teaching and teacher development; helping troubled pupils; social pedagogy.
Dr Ursula Lanvers
Psychological aspects of second language learning, in particular motivation and learner perceptions; language education policy; global Englishes and language learning.
Dr Hugues Lortie Forgues
Students’ and teachers’ understanding of primary- and secondary-level mathematics (e.g., arithmetic, fraction, decimal, algebra); developmental aspects of mathematical understanding.
Dr Emma Marsden
Foreign and second language teaching and learning; Evaluation of foreign and second language practice and policy (particularly with comparative/experimental designs); Second language acquisition; Learning theories; Attention and memory in language learning.
Dr Nadia Mifka-Profozic
Corrective feedback (oral and written); classroom interaction in language teaching; task-based language teaching; individual differences in language learning (focus on cognitive factors: aptitude, analytic ability, working memory); discourse analysis; writing instruction.
Dr Poppy Nash
Psychological aspects of education e.g. school-based interventions, effective behaviour management in schools, coping with disadvantage, emotional barriers to learning.
Dr Amanda Naylor
Teaching poetry, particularly pre-twentieth century poetry; teaching and learning English in UK schools; initial teacher education in English; post-16 English pedagogy.
Dr Sarah Olive
Teaching early modern drama (especially Shakespeare); English (subject) education policy; theatre and heritage education departments; representations of literature and reading in popular culture.
Dr Elpis PavilidouDevelopment and individual differences of implicit/statistical learning; neurobiology of reading across languages; neurocognitive bases of developmental dyslexia; diagnostic procedures in developmental dyslexia; behavioural and neuroimaging (namely fMRI and EEG) methods.
Professor Leah Roberts
Psychological aspects of language learning; grammatical acquisition; lexical acquisition; second language sentence processing.
Dr Paul Roberts (Centre for English Language Teaching)
English as an international language; internationalisation of the curriculum; English Language Teaching in China.
Dr Bill Soden
English Language Teaching: methodology, testing/assessment and English for Academic Purposes; assessment and feedback in higher education.
Dr Vanita Sundaram
'Lad culture' and 'laddism' in compulsory and higher education; inclusion; gender-based violence and adolescents; gender and sexuality; sociology of education; sex education.
Dr Louise Tracey
Early childhood education and settings; early literacy and phonics; programme evaluations and implementation fidelity; relationships between research and practice; teacher education, continuing professional development, and teacher retention; relationship between early health and educational outcomes.
Dr Danijela Trenkic
Second language processing; second language grammar learning; learning of new vocabulary and methods for vocabulary instruction; learning needs of university students with English as a foreign language; developing listening in a second language (speech segmentation); bilingual cognition; definiteness and reference resolution.
Dr Norbert Vanek
Temporal and spatial reference across languages and learner varieties; conceptual restructuring in highly advanced second language learners; cross-linguistic influence in L2 acquisition; bilingual and multilingual code-switching.
Dr Paul Wakeling
Educational inequalities, especially access to higher education; sociology of education; higher education policy; postgraduate students; educational expansion; social stratification and social mobility.
When you're young, you look at television and think, there's a conspiracy. The networks have conspired to dumb us down. But when you get a little older, you realize that's not true. The networks are in business to give people exactly what they want. Steve Jobs
The PhD in Management research topica are listed below:
Reflective Management Learning
Finance, Accounting and Economics
Information Systems and Digital Business Technology
Strategy, People Management and Salford Law
Marketing and Services Management
Operations and Global Logistics Management
Management Science and Statistics
Developing New Service Offerings
Entrepreneurship and entrepreneurs
Adoption of Service Innovation
Developing New Service Offerings
Family-Friendly, Flexible Working: Is There a Business Case
Forecasting in Electricity Markets
Modelling the Risk in Networks for Supply Chains and Other Contexts
Industry Evolution and Firm Dynamics
Leadership and change in professional service firms
Configuring Lean and Agile Supply Chains to Balancing Cost Efficiency, Customer Responsiveness and Business Continuity
Rationales and Modes of Giving in Business Communities
Corporate Social Responsibility