CR&DALL leads on the School of Education’s theme of Adult Learning and Youth Transitions, and makes major contributions to the themes of Urban and Place-based Learning, and Migration and Refugee Education. A significant focus in all of its work is Sustainable Development and International Development in line with the UN’s Sustainable Development Goals (SDGs). A summary of these contributions, key projects and publications are found with the section Contributions to School of Education Themes, below. From its place within the School, the Centre also makes a significant contribution to the Inter-Disciplinary Research Themes of the College of Social Sciences. In particular the Centre’s work elides with the following themes: Sustainability; Digital Society and Economy; Addressing Inequalities; and Challenges in Changing Cities. Further details can be found in the section on Contributions to College of Social Sciences below. We also play an important part in work across the university; for example, through the work of Mia Perry through within the Sustainable Futures for Africa Network and the Centre for Sustainable Futures. CR&DALL members are also major contributors to the Glasgow Centre for International Development and CR&DALL’s work will inform and be informed by the newly established Advanced Research Centre (ARC) of the university, most particularly within the theme of international development, and in the pursuit of community engagement, working closely with the CIVIS network of European universities in creating an 'Open Lab'.
We will continue to work around these themes locally and globally in territories across the world. For example, we will be contributing directly to COP26 in Glasgow in November 2021 through for example the work of Ria Dunkley in the Dynamic Coast project, and through our contributions to the College of Social Sciences COP26 programme. In 2023 when the new OECD Programme for the International Assessment of Adult Competences (PIAAC) dataset is launched, we will take a leading role in analysing it.
Contributions to School of Education Themes
Adult Learning and Youth Transitions
Overall Aim: To assess the impact of learning opportunity in formal, non-formal and informal settings on the life courses of both young and older adults, including those who are most vulnerable in labour markets and at risk of social exclusion. This includes a focus on a range of groups excluded from, or marginalised/disadvantaged within, education by virtue of disability, gender, geography, incarceration, race and ethnicity, sexuality, religion, refugee/asylum seeker status, and socio-economic status, and a recognition of intersectionality.
Examples of our projects include the European Commission H2020 funded, YOUNG_ADULLLT - Policies Supporting Young Adults in their Lifecourse. It has contributed to developing new knowledge about the impact of LLL policies, better understanding of structural relationships and the functional match between education/training and the labour market, and identification of successful sustainable institutional solutions to mismatches. Another EC-funded project, Labour Market Efficiency of Tertiary Adult Education (LETAE), has assessed the role of lifelong learning for mid-career professional development in seven European countries. A major Global Challenges Research Fund (GCRF) project funded by the ESRC focuses on the role of dual apprenticeships in India and Mexico. Another EC-funded project, 'Employability in programme development (EPD): Establishing a labour market to higher education feedback loop drawing on local labour market intelligence', considers how labour market intelligence can be used to facilitate transitions from HE to the labour market.
Selected Current and Recent Projects
A Selection of Publications from this theme [A-C] (click to expand/collapse)
Benneworth, P. and Osborne, M.(2016) Institutional approaches to supporting university entrepreneurship education: fitting entrepreneurship within university institutional architectures. Journal of the European Higher Education Area, 2-2016, pp. 1-26.
Bhakta, D. and Boeren, E. (2016) Training needs of early career researchers in research-intensive universities. International Journal for Researcher Development, 7(1), pp. 84-102. (doi: 10.1108/IJRD-06-2015-0017)
Boeren, E. (2014) Evidence-based policy-making: the usability of the Eurostat Adult Education Survey.International Journal of Lifelong Education, 33(3), pp. 275-289. (doi: 10.1080/02601370.2014.891887)
Boeren, E. (2016) Lifelong Learning Participation in a Changing Policy Context. Palgrave Macmillan: London. ISBN 9781349684236(doi:10.1057/9781137441836)
Boeren, E. (2017) Researching lifelong learning participation through an interdisciplinary lens. International Journal of Research and Method in Education, 40(3), pp. 299-310. (doi: 10.1080/1743727X.2017.1287893)
Boeren, E. (2017) Understanding adult lifelong learning participation as a layered problem. Studies in Continuing Education, 39(2), pp. 161-175. (doi: 10.1080/0158037X.2017.1310096)
Boeren, E. (2018) The methodological underdog: a review of quantitative research in the key adult education journals. Adult Education Quarterly, 68(1), pp. 63-79. (doi: 10.1177/0741713617739347)
Boeren, E. , Mackie, A. and Riddell, S.(2020) Employability pathways for young adults: lived experiences of learners and practitioners in Youth Guarantee programmes. International Journal of Lifelong Education, 39(1), pp. 119-131. (doi: 10.1080/02601370.2020.1728405)
Boeren, E. and Holford, J. (2016) Vocationalism varies (a lot): a 12-country multivariate analysis of participation in formal adult learning.Adult Education Quarterly, 66(2), pp. 120-142. (doi: 10.1177/0741713615624207)
Boeren, E. and James, N. (2017) Special Issue: advancing theory and research in widening participation.Studies in Continuing Education, 39(2), pp. 117-119. (doi: 10.1080/0158037X.2017.1318540)
Boeren, E. and James, N. (Eds.) (2018) Advancing Theory and Research in Widening Participation. Routledge: London ; New York. ISBN 9781138493315
Boeren, E. and James, N. (Eds.) (2019) Being an Adult Learner in Austere Times: Exploring the Contexts of Higher, Further and Community Education. Palgrave Macmillan: Cham. ISBN 9783319972077
Boeren, E. and Whittaker, S. (2018) A typology of education and training provisions for low educated adults: categories and definitions. Studies in the Education of Adults, 50(1), pp. 4-18.(doi: 10.1080/02660830.2018.1520017)
Britton, A., Schweisfurth, M. and Slade, B. (2019) Of myths and monitoring: learner-centred education as a political project in Scotland. Comparative Education, 55(1), pp. 30-46. (doi: 10.1080/03050068.2018.1541667)
Cheng, M., Kitigawa, F. and Osborne, M. (2017) The evolution of internationalisation strategy: a case study of the University of Nottingham in China. International Journal of Knowledge-Based Development, 8(3),(doi: 10.1504/IJKBD.2017.10007519)
Coburn, A. and Gormally, S. (2014) ‘They know what you are going through’: a service response to young people who have experienced the impact of domestic abuse. Journal of Youth Studies, 17(5), pp. 642-663. (doi: 10.1080/13676261.2013.844779)
Coburn, A. and Gormally, S. (2019) Youth work education: is the voluntary principle no longer reliable in defining youth work? Concept: The Journal of Contemporary Community Education Practice and Theory, 10(1),
Coburn, A. and Gormally, S. (2019) Youth work: converging and diverging responses in England and Scotland.Concept: The Journal of Contemporary Community Education Practice and Theory, 10(3),
Coburn, A. and Gormally, S. (2020) Defining well-being in community development from the ground up: a case study of participant and practitioner perspectives. Community Development Journal, 55(2), pp. 237-257. (doi: 10.1093/cdj/bsy048)
Crowther, J., Boeren, E. and Mackie, A.(2018) Yes or No? Older people, politics and the Scottish Referendum in 2014. Research on Ageing and Social Policy, 6(1), pp. 1-25. (doi: 10.17583/rasp.2018.3095)
A Selection of Publications from this theme [D-H] (click to expand/collapse)
Doyle, L. , Egetenmeyer, R., Singai, C.and Devi, U. (2016) Professionalisation as development and as regulation: adult Education in Germany, the United Kingdom and India. International Review of Education, 62(3), pp. 317-341. (doi: 10.1007/s11159-016-9560-y)
Elliot, D. , Baumfield, V. and Reid, K.(2016) Searching for 'a third space’: a creative pathway towards international PhD students’ academic acculturation.Higher Education Research and Development, 35(6), pp. 1180-1195.(doi: 10.1080/07294360.2016.1144575)
Elliot, D. L. , Baumfield, V., Reid, K. and Makara, K. A. (2016) Hidden treasure: successful international doctoral students who found and harnessed the hidden curriculum. Oxford Review of Education, 42(6), pp. 733-748. (doi: 10.1080/03054985.2016.1229664)
Elliot, D. L. , Reid, K. and Baumfield, V.(2016) Beyond the amusement, puzzlement and challenges: an enquiry into international students’ academic acculturation. Studies in Higher Education, 41(12), pp. 2198-2217. (doi: 10.1080/03075079.2015.1029903)
Findlay, J. and Hermannsson, K.(2019) Social origin and the financial feasibility of going to university: the role of wage penalties and availability of funding. Studies in Higher Education, 44(11), pp. 2025-2040. (doi: 10.1080/03075079.2018.1488160)
Fox, A. and Slade, B. (2014) What impact can organisations expect from professional doctorates? Professional Development in Education, 40(4), pp. 546-560.
Francis, B., Burke, P. and Read, B.(2014) The submergence and re-emergence of gender in undergraduate accounts of university experience.Gender and Education, 26(1), pp. 1-17.(doi: 10.1080/09540253.2013.860433)
Gormally, S. (2015) 'I've been there, done that...: A study of youth gang desistancr. Youth Justice, 15(2), pp. 148-165. (doi: 10.1177/1473225414549679)
Gormally, S. (2020) "It' not being racist, but ... ": a youth gang and the creation of belonging based on "othering".Boyhood Studies, 12(2), pp. 70-88.(doi: 10.3167/bhs.2019.120205)
Gormally, S. and Coburn, A. (2014) Finding Nexus: connecting youth work and research practices. British Educational Research Journal, 40(5), pp. 869-885. (doi: 10.1002/berj.3118)
Hedge, N. and Mackenzie, A. (2015) Riots and reactions: hypocrisy and disaffiliation? Journal of Philosophy of Education, 49(3), pp. 329-346. (doi: 10.1111/1467-9752.12132)
Hermannsson, K. , Lisenkova, K., Lecca, P., McGregor, P. G. and Swales, J. K. (2017) The external benefits of higher education. Regional Studies, 51(7), pp. 1077-1088. (doi: 10.1080/00343404.2016.1172062)
Hermannsson, K. , Scandurra, R. and Graziano, M. (2021) The effect of higher education on youth unemployment in European regions during a period of economic instability.Journal of Education Finance,(Accepted for Publication)
Hirsu, L. , Qezada-Reyes, Z. and Hashemi, L. (2020) Moving SDG5 forward: women’s public engagement activities in higher education. Higher Education, (doi: 10.1007/s10734-020-00597-0) (Early Online Publication)
Hirsu, L. , Reyes, Z., Hashemi, L., Ketuly, K. A. and Mohammad, S. A.(2018) The role of gender mainstreaming in city-level interventions and leadership: examples from Manila, Duhok and Sanandaj. SUEUAA Thematic Paper Series, TPS 103/18. Working Paper. Centre for Research & Development in Adult and Lifelong Learning (CR&DALL), Glasgow. ISSN 2517-5548 (online) ISSN 2517-553X (Print).
Hirsu, L. , Reyes, Z., Ketuly, K. A., Mohammad, S. A., Azizi, N. and Mwaikokesya, M. (2018) Anchoring universities into (un)expected realities: the engagement role of universities in Asia and Africa. SUEUAA Thematic Paper Series, TPS 101/18. Working Paper. Centre for Research & Development in Adult and Lifelong Learning (CR&DALL), Glasgow. ISSN 2517-5548 (online) ISSN 2517-553X (Print).
Houston, M. , Azizi, N., Hashemi, L., Ketuly, K. A., Mohammad, S. A., Mwaikokesya, M., Nherera, C., Reyes, Z. and Swanepoel, E. (2019) Socio-economic development indicators and University engagement in partner countries and city regions. SUEUAA Thematic Paper Series, TPS 105/19.Working Paper. CR&DALL, Glasgow, UK.
Houston, M. , Krüger, K., Molas, A., Osborne, M. and Jiménez, L. (2016) Cooperation in work-oriented learning in higher education. PEOPLE: International Journal of Social Sciences, 2(1), pp. 685-705. (doi: 10.20319/pijss.2016.s21.685705)
Houston, M. , Osborne, M. and Rimmer, R. (2015) Private schooling and entry to medicine: a case study using matched samples and causal mediation analysis. BMC Medical Education, 15, 136. (doi: 10.1186/s12909-015-0415-1)
Hughes, G., Cooper, C., Gormally, S. and Rippingale, J. (2014) The state of youth work in austerity England – reclaiming the ability to ‘care’. Youth and Policy, 113, pp. 1-14.
A Selection of Publications from this theme [I-Q] (click to expand/collapse)
Iñiguez-Berrozpe, T. and Boeren, E. (2020) Twenty-first century skills for all: adults and problem solving in technology rich environments.Technology, Knowledge and Learning, 25, pp. 929-951. (doi: 10.1007/s10758-019-09403-y)
Johnstone, D., Swingler, M. and Reid, K. (2017) The social experience of volunteering for young adult volunteers: an interpretative phenomenological analysis. QMiP Bulletin, 24, pp. 42-50.
Karkkainen, T., Panos, G. A. , Broby, D. and Bracciali, A. (2018) On the educational curriculum in finance and technology. In: Diplaris, S., Satsiou, A., Følstad, A., Vafopoulos, M. and Vilharinho, T. (eds.) Internet Science: INSCI 2017 International Workshops, IFIN, DATA ECONOMY, DSI, and CONVERSATIONS, Thessaloniki, Greece, November 22, 2017, Revised Selected Papers. Series: Lecture notes in computer science (10750). Springer: Cham, pp. 7-20. ISBN 9783319775463 (doi:10.1007/978-3-319-77547-0_1)
Krüger, K., Parellada Laur, M., Osborne, M. , Houston, M. , Molas, A. and Jiménez, L. (2014) The relevance of university adult education for labour market policies. Revista Internacional de Organizaciones, 12, pp. 45-69.
Leathwood, C. and Read, B. (2020) Short-term, short-changed? A temporal perspective on the implications of academic casualisation for teaching in higher education. Teaching in Higher Education, (doi: 10.1080/13562517.2020.1742681)(Early Online Publication)
Ledger, A. and Slade, B. (2015) Coproduction without experts: a study of people involved in community health and wellbeing service delivery. Studies in Continuing Education, 37(2), pp. 157-169. (doi: 10.1080/0158037X.2015.1022718)
Maitra, S. and Maitra, S. (2015) Tapping into the ‘standing-reserve’: a comparative analysis of workers’ training programmes in Kolkata and Toronto. Studies in Continuing Education, 37(3), pp. 317-332. (doi: 10.1080/0158037X.2015.1043988)
Maitra, S. and Maitra, S. (2018) Producing the aesthetic self: an analysis of aesthetic skill and labour in the organized retail industries in India.Journal of South Asian Development, 13(3), pp. 337-357. (doi: 10.1177/0973174118808129)
Medina, C.L., Perry, M. , Lee, B. and Deliman, A. (2021) Reading with drama: relations between texts, readers and experiences. Literacy, (doi: 10.1111/lit.12246) (Early Online Publication)
Moskal, M. (2020) Gendered differences in international graduates’ mobility, identity and career development. Social and Cultural Geography, 21(3), pp. 421-440. (doi: 10.1080/14649365.2018.1499039)
Moskal, M. and Schweisfurth, M.(2018) Learning, using and exchanging global competence in the context of international postgraduate mobility.Globalisation, Societies and Education, 16(1), pp. 93-105. (doi: 10.1080/14767724.2017.1387768)
Mwaikokesya, M. J.D., Osborne, M. and Houston, M. (2014) Mapping lifelong learning attributes in the context of higher education institutions. Journal of Adult and Continuing Education, 20(2), pp. 21-36. (doi: 10.7227/JACE.20.2.3)
Nelson, E. L., Perry, M. and Rogers, T. (2020) Introducing offlineness: theorizing (digital) literacy engagements. Journal of Literacy Research, 52(1), pp. 101-107. (doi: 10.1177/1086296X19898003)
Osborne, M. and Borkowska, K. (2017) A European lens upon adult nd lifelong learning in Asia. Asia Pacific Education Review, 18(2), pp. 269-280.(doi: 10.1007/s12564-017-9479-4)
Panos, G. A. , Kromydas, T., Osborne, M. and Wright, R. E. (2021) Is literacy a multi-dimensional concept? Some empirical evidence. In: Robinson, P. A., Williams, K. V. and Stojanovic, M. (eds.) Global Citizenship for Adult Education: Advancing Critical Literacies for Equity and Social Justice. Routledge: New York. (In Press)
Panos, G. A. , Pouliakas, K. and Zangelidis, A. (2014) Multiple job holding, skill diversification, and mobility. Industrial Relations: A Journal of Economy and Society, 53(2), pp. 223-272. (doi: 10.1111/irel.12055)
Panos, G. A. and Wilson, J. O.S. (2020) Financial literacy and responsible finance in the FinTech era: capabilities and challenges. European Journal of Finance, 26(4-5), pp. 297-301. (doi: 10.1080/1351847X.2020.1717569)
Panos, G. and Yang, Y. (2018) Job flows, returns to skill, and rent-sharing at the dawn of the new millennium: A firm-level inquiry from the BRICS. International Journal of Language, Translation and Intercultural Communication, 7, pp. 64-99. (doi: 10.12681/ijltic.17402)
Perry, M. (2020) Pluriversal literacies: affect and relationality in vulnerable times. Reading Research Quarterly,(doi: 10.1002/rrq.312) (Early Online Publication)
Perry, M. (2020) Unpacking the imaginary in literacies of globality. Discourse: Studies in the Cultural Politics of Education, 41(4), pp. 574-586. (doi: 10.1080/01596306.2018.1515064)
A Selection of Publications from this theme [R-Z] (click to expand/collapse)
Read, B. (2018) Truth, masculinity and the anti-elitist backlash against the university in the age of Trump. Teaching in Higher Education, 23(5), pp. 593-605. (doi: 10.1080/13562517.2018.1457636)
Read, B. , Burke, P. J. and Grozier, G.(2020) ‘It is like school sometimes’: friendship and sociality on university campuses and patterns of social inequality. Discourse: Studies in the Cultural Politics of Education, 41(1), pp. 70-82. (doi: 10.1080/01596306.2018.1457626)
Read, B. and Kehm, B. M. (2016) Women as leaders of higher education institutions: a British-German comparison. Studies in Higher Education, 41(5), pp. 815-827. (doi: 10.1080/03075079.2016.1147727)
Read, B. and Leathwood, C. (2018) Tomorrow’s a mystery: constructions of the future and ‘un/becoming’ amongst ‘early’ and ‘late’ career academics.International Studies in Sociology of Education, 27(4), pp. 333-351. (doi: 10.1080/09620214.2018.1453307)
Read, B. and Leathwood, C. (2020) Casualised academic staff and the lecturer-student relationship: shame, (im)permanence and (il)legitimacy. British Journal of Sociology of Education, 41(4), pp. 539-554. (doi: 10.1080/01425692.2020.1748570)
Roebuck, D. C. and Reid, K. (2020) How trainee therapists experience resilience: an interpretative phenomenological analysis.Counselling and Psychotherapy Research, 20(3), pp. 545-555. (doi: 10.1002/capr.12286)
Rogers, T., Winters, K.-L., Perry, M. and LaMonde, A.-M. (2015) Youth, Critical Literacies, and Civic Engagement: Arts, Media, and Literacy in the Lives of Adolescents. Routledge: New York. ISBN 9781138017443
Sime, D., Moskal, M. and Tyrrell, N.(2020) Going back, staying put, moving on: Brexit and the future imaginaries of Central and Eastern European young people in Britain. Central and East European Migration Review, 9(1), pp. 85-100. (doi: 10.17467/ceemr.2020.03)
Slade, B. (2015) Migrating professional knowledge: progressions, regressions, and dislocations. New Directions for Adult and Continuing Education, 2015(146), pp. 65-74. (doi: 10.1002/ace.20132)
Slade, B. L. and Dickson, N. (2020) Adult education and migration in Scotland: policies and practices for inclusion. Journal of Adult and Continuing Education, (doi: 10.1177/1477971419896589) (Early Online Publication)
Wang, G. and Doyle, L. (2020) Constructing false consciousness: vocational college students’ aspirations and agency in China. Journal of Vocational Education and Training, (doi: 10.1080/13636820.2020.1829008)(Early Online Publication)
Wang, S. and Moskal, M. (2019) What is wrong with silence in intercultural classrooms? An insight into international students’ integration at a UK university. Journal of Comparative and International Higher Education, 11(Winter), pp. 52-58.
Wilson, J. O. S., Panos, G. A. and Adcock, C. (Eds.) (2021) Financial Literacy and Responsible Finance in the FinTech Era: Capabilities and Challenges. Routledge. ISBN 9780367769772 (In Press)
Yu, Y. and Moskal, M. (2019) Missing intercultural engagements in the university experiences of Chinese international students in the UK. Compare: A Journal of Comparative and International Education, 49(4), pp. 654-671. (doi: 10.1080/03057925.2018.1448259)
Yu, Y. and Moskal, M. (2019) Why do christian churches, and not universities, facilitate intercultural engagement for Chinese international students? International Journal of Intercultural Relations, 68, pp. 1-12.(doi: 10.1016/j.ijintrel.2018.10.006)
Urban and Place-based Learning
Overall Aim: To better understand the relationship between place and educational disadvantage locally in the Glasgow City Region, and also in other regions in the world, in particular in the global south. We seek to identify the place-based drivers of disadvantage (e.g. access to health and social services and educational opportunities, quality of transport systems, and of the built and the natural environment) as well as lifelong success, and to inform policy options for narrowing the gap in educational attainment experienced by young people and adults from disadvantaged backgrounds.
Our distinctiveness in this area is based on:
- the use of novel and sophisticated quantitative methods, for example through our work within the ESRC funded Urban Big Data Centre;
- taking an interdisciplinary approach working with other leading academics within the College of Science and Engineering, the School of Social and Political Sciences and the Institute of Health and Well-being, specialising in engineering, environmental sciences, health, housing and transport;
- addressing global challenges. We recognise in this work that combating inequality within and among countries, preserving the planet, creating inclusive and sustainable economic growth, and fostering social inclusion are mutually interdependent, and are underpinned by learning.
Our work, through a number of projects supported within Global Challenges Research Fund, and funded by AHRC, the British Academy, ESRC, EPSRC and MRC builds on these themes. This includes, the ESRC funded, Centre for Sustainable, Learning Cities and Neighbourhoods, and a British Academy-funded project on the contribution of HEI systems to regional development (SUEUAA).
Many of our research projects in this area involve extensive collaboration beyond the social sciences. This includes working with engineers, environmental scientists, health scientists and the NGO sector in implementing technological, environmental and health initiatives through community engagement using arts-based and public pedagogies. This work covers diverse fields including palliative care in Bangladesh, geo-thermal engineering in Ethiopia, and environmental initiatives in Uganda, Botswana and Nigeria.
Selected Current and Recent Projects
Participatory Futures (Clustering existing GCRF projects, and leveraging external expertise to accelerate impact, share knowledge, and build capability and capacity beyond GCRF)
Some Key Publications (click to expand/collapse)
Ahmad, S. , Baffoe, G. , Bhandari, R. , Young, G. and Osborne, M. (2021) Sustainable, healthy, learning cities and neighbourhoods. In: Venter, M.(ed.) Learning for a Better Future: Perspectives on Higher Education, Cities, Business and Civil Society.AOSIS: Durbanville. (In Press)
Anejionu, O. C.D., Sun, Y. , Thakuriah, P. (V.), McHugh, A. and Mason, P.(2019) Great Britain transport, housing, and employment access datasets for small-area urban area analytics. Data In Brief, 27, 104616. (doi: 10.1016/j.dib.2019.104616)
Anejionu, O. C.D., Thakuriah, P. (V.), McHugh, A., Sun, Y. , Mcarthur, D. , Mason, P. and Walpole, R. (2019) Spatial urban data system: a cloud-enabled big data infrastructure for social and economic urban analytics.Future Generation Computer Systems, 98, pp. 456-473. (doi: 10.1016/j.future.2019.03.052)
Boeren, E. (2019) Understanding Sustainable Development Goal (SDG) 4 on “quality education” from micro, meso and macro perspectives. International Review of Education, 65(2), pp. 277-294. (doi: 10.1007/s11159-019-09772-7)
Borkowska, K. and Osborne, M. (2018) Locating the fourth helix: rethinking the role of civil society in developing smart learning cities. International Review of Education, 64(3), pp. 355-372. (doi: 10.1007/s11159-018-9723-0)
Bystrova, T.Y., Larionova, V.A., Osborne, M. and Platonov, A.M. (2015) Introduction of open E-learning system as a factor of regional development.Èkonomika Regiona = Economy of Region, pp. 226-237. (doi: 10.17059/2015-4-18)
Carlot, C., Filloque, J.-M., Osborne, M.and Welsh, P. (Eds.) (2015) The Role of Higher Education in Regional and Community Development and in the Time of Economic Crisis. NIACE: Leicester. ISBN 9781862018907
Curl, A. , Kearns, A. , Macdonald, L. , Mason, P. and Ellaway, A. (2018) Can walking habits be encouraged through area-based regeneration and relocation? A longitudinal study of deprived communities in Glasgow, UK.Journal of Transport and Health, 10, pp. 44-55. (doi: 10.1016/j.jth.2018.06.004)(PMID:31534906)
Curl, A. , Kearns, A. , Mason, P. , Egan, M., Tannahill, C. and Ellaway, A. (2015) Physical and mental health outcomes following housing improvements: evidence from the GoWell Study.Journal of Epidemiology and Community Health, 69(1), pp. 12-19.(doi: 10.1136/jech-2014-204064)(PMID:25205160)
Curl, A. and Mason, P. (2019) Neighbourhood perceptions and older adults’ wellbeing: does walking explain the relationship in deprived urban communities? Transportation Research Part A: Policy and Practice, 123, pp. 119-129. (doi: 10.1016/j.tra.2018.11.008)
Dunkley, R. A. (2015) Beyond temporal reflections in thanatourism research.Annals of Tourism Research, 52, 177 - 179. (doi: 10.1016/j.annals.2015.03.007)
Dunkley, R. A. (2016) Learning at eco-attractions: Exploring the bifurcation of nature and culture through experiential environmental education. Journal of Environmental Education, 47(3), pp. 213-221. (doi: 10.1080/00958964.2016.1164113)
Dunkley, R. A. (2019) Monitoring ecological change in UK woodlands and rivers: an exploration of the relational geographies of citizen science. Transactions of the Institute of British Geographers, 44(1), pp. 16-31.(doi: 10.1111/tran.12258)
Dunkley, R. A. and Franklin, A. (2017) Failing better: The stochastic art of evaluating community-led environmental action programs.Evaluation and Program Planning, 60, pp. 112-122. (PMID:27842275)
Dunkley, R. A. and Smith, T. A. (2019) Geocoaching: memories and habits of learning in practices of ecopedagogy. Geographical Journal, 185(3), pp. 292-302. (doi: 10.1111/geoj.12295)
Dunkley, R., Baker, S., Constant, N., Sanderson-Bellamy, A. (2018). Enabling the IPBES conceptual framework to work across knowledge boundaries, International Environmental Agreements: Politics, Law and Economics 18: 779. https://doi.org/10.1007/s10784-018-9415-z
Enslin, P. (2014) Ethics and education: taking globalization seriously. Kultura Pedagogiczna, 1(1), pp. 39-53.
Enslin, P. and Tjiattas, M. (2017) Getting the measure of measurement: global educational opportunity.Educational Philosophy and Theory, 49(4), pp. 347-361. (doi: 10.1080/00131857.2015.1048667)
Franklin, A. and Dunkley, R. (2017) Becoming a (green) identity entrepreneur: learning to negotiate situated identities to nurture community environmental practice. Environment and Planning A, 49(7), pp. 1500-1516.(doi: 10.1177/0308518X17699610)
Hermannsson, K. , Lecca, P. and Swales, J. K. (2017) How much does a single graduation cohort from further education colleges contribute to an open regional economy? Spatial Economic Analysis, 12(4), pp. 429-451.(doi: 10.1080/17421772.2017.1316417)
Hermannsson, K. , Lisenkova, K., Lecca, P., McGregor, P. and Swales, K.(2014) The regional economic impact of more graduates in the labour market: a “micro-to-macro” analysis for Scotland. Environment and Planning A, 46(2), pp. 471-487. (doi: 10.1068/a45326)
Hermannsson, K. , Lisenkova, K., McGregor, P. and Swales, J. K. (2015) The expenditure impacts of London's Higher Education Institutions: the role of diverse income sources. Studies in Higher Education, 40(9), pp. 1641-1659. (doi: 10.1080/03075079.2014.899338)
Hermannsson, K. , McGregor, P. G. and Swales, J. K. (2018) Students consumption expenditures in economic impact studies: assumptions revisited in an input-output approach for Scotland. Regional Studies, 5(1), pp. 57-77. (doi: 10.1080/21681376.2018.1428499)
Hermannsson, K. , Scandurra, R. and Graziano, M. (2019) Will the regional concentration of tertiary education persist? The case of Europe in a period of rising participation. Regional Studies, Regional Science, 6(1), pp. 539-556. (doi: 10.1080/21681376.2019.1680313)
Hong, J. , Thakuriah, P. (V.), Mason, P.and Lido, C. (2020) The role of numeracy and financial literacy skills in the relationship between information and communication technology use and travel behaviour. Travel Behaviour and Society, 21, pp. 257-264. (doi: 10.1016/j.tbs.2020.07.007)
Jordan, L., Longworth, N. and Osborne, M. (2014) The rise and fall and rise again of learning cities.In: Zarifis, G.K. and Gravani, M. (eds.) Challenging the ‘European Area of Lifelong Learning’: A Critical Response. Series: Lifelong learning book series (19). Springer: Dordrecht, pp. 273-284. ISBN 9789400772984 (doi:10.1007/978-94-007-7299-1)
Kearns, A. , Ghosh, S., Mason, P. and Egan, M. (2020) Urban regeneration and mental health: investigating the effects of an area-based intervention using a modified intention to treat analysis with alternative outcome measures. Health and Place, 61, 102262. (doi: 10.1016/j.healthplace.2019.102262)(PMID:32329728)
Kearns, A. , Ghosh, S., Mason, P. and Egan, M. (2021) Could "holistic" area-based regeneration be effective for health improvement? Housing Studies,(doi: 10.1080/02673037.2020.1789565)(Early Online Publication)
Kearns, A. and Mason, P. (2015) Regeneration, relocation and health behaviours in deprived communities. Health and Place, 32, pp. 43-58. (doi: 10.1016/j.healthplace.2014.12.012)
Kearns, A. and Mason, P. (2018) Entering and leaving employment in deprived neighbourhoods undergoing area regeneration. Local Economy, 33(5), pp. 537-561. (doi: 10.1177/0269094218795595)
Kintrea, K. , St Clair, R. and Houston, M. (2015) Shaped by place? Young people’s aspirations in disadvantaged neighbourhoods. Journal of Youth Studies, 18(5), pp. 666-684. (doi: 10.1080/13676261.2014.992315)
Lido, C. , Mason, P. , Hong, J. , Gorash, N., Anejionu, O. C.D. and Osborne, M.(2020) Integrated multimedia city data: exploring learning engagement and greenspace in Glasgow. Built Environment, 46(4), pp. 574-598. (doi: 10.2148/benv.46.4.574)
Lido, C. , Osborne, M. , Livingston, M. , Thakuriah, P. and Sila-Nowicka, K.(2016) Older learning engagement in the modern city. International Journal of Lifelong Education, 35(5), pp. 490-508.(doi: 10.1080/02601370.2016.1224037)
Lido, C. , Reid, K. and Osborne, M.(2019) Lifewide learning in the city: novel big data approaches to exploring learning with large-scale surveys, GPS, and social media. Oxford Review of Education, 45(2), pp. 279-295. (doi: 10.1080/03054985.2018.1554531)
Mackenzie, A., Enslin, P. and Hedge, N.(2016) Education for global citizenship in Scotland: reciprocal partnership or politics of benevolence? International Journal of Educational Research, 77, pp. 128-135. (doi: 10.1016/j.ijer.2016.03.007)
Mason, P. , Curl, A. and Kearns, A.(2016) Domains and levels of physical activity are linked to mental health and wellbeing in deprived neighbourhoods: a cross-sectional study. Mental Health and Physical Activity, 11, pp. 19-28.(do
Neary, J. and Osborne, M. (2018) University engagement in achieving sustainable development goals: a synthesis of case studies from the SUEUAA study. Australian Journal of Adult Learning, 58(3),
Nesterova, Y. and Jackson, L. (2016) Transforming service learning for global citizenship education: moving from affective-moral to social-political.Revista Española de Educación Comparada, 2016(28), pp. 73-90. (doi: 10.5944/reec.28.2016.17074)
Osborne, M. (2014) Why lifelong learning and why learning cities? Pedagogy, 86(7), pp. 1067-1077.
Osborne, M. , Laitinen, L. and Stenvall, J. (2016) Complex regional innovation networks and HEI engagement the case of Chicago. International Journal of Knowledge-Based Development, 7(2),(doi: 10.1504/IJKBD.2016.076462)
Thakuriah, P. (V.), Sila-Nowicka, K. , Hong, J. , Boididou, C., Osborne, M. , Lido, C. and McHugh, A. (2020)Integrated Multimedia City Data (iMCD): a composite survey and sensing approach to understanding urban living and mobility. Computers, Environment and Urban Systems, 80, 101427. (doi: 10.1016/j.compenvurbsys.2019.101427)
Migration and Refugee Education
Overall Aim: To conduct research that specifically focuses on learning and community cohesion in the context of migration (in particular forced migration), refugee-status. Our research in this area complements the work of the UNESCO Chair in Refugee Integration through Languages and the Arts, which is hosted elsewhere in the School. We focus also in this theme on research concerning ethnic minority groups and indigenous peoples.
Examples of our work include the AHRC/ESRC-funded GCRF Forced Displacement project, Building Futures: Aspirations of Syrian Youth Refugees and Host Population Responses in Lebanon, Greece and the UK, also links to our concern with skills development and focussing on displaced Syrians in the Lebanon, Greece and the UK.
We have also led a British Academy funded project concerned with migrating medical professional knowledge and an ESRC funded project concerned with identity, citizenship and belonging among settled Eastern European migrant children in the UK.
A very recently funded project, Local, place-based, and community-driven approaches to peacebuilding, supported under the British Academy/Leverhulme Small Research Grant programme, works with marginalised and vulnerable populations in conflict, post-conflict, and Indigenous areas.
Selected Current and Recent Projects
Selected Publications (click to expand/collapse)
Arizpe, E. , Colomer, T., Martínez-Roldán, C., Bagelman, C., Belloran, B., Farrell, M. , Fittipaldi, M., Grilli, G., Manresa, A.M., McAdam, J. , Real, N.and Terrusi, M. (2014) Visual Journeys through Wordless Narratives: An international inquiry with immigrant children and 'The Arrival'. Bloomsbury Academic: London. ISBN 9781780937762(doi:10.5040/9781472593283)
Boeren, E. (2019) Foreign-born adults’ participation in educational activities: evidence from Europe. European Education, 51(2), pp. 127-146. (doi: 10.1080/10564934.2018.1520600)
Hirsu, L. (2018) 'Where am I? Do you have WiFi?’: vital technologies and precarious living in the Syrian refugee crisis. In: Hesford, W. S., Licona, A. C. and Teston, C. (eds.) Precarious Rhetorics. Series: New directions in rhetoric and materiality. Ohio State University Press. ISBN 9780814254912
Guo, Y., Maitra, S. and Guo, S. (2019) “I belong to nowhere”: Syrian refugee children’s perspectives on school integration. Journal of Contemporary Issues in Education, 14(1), pp. 89-105.(doi: 10.20355/jcie29362)
Lido, C., Swyer, A. and De Amicis, L. (2020) Social psychology of identity and stereotyping in the media: the case of refugee media bias. In: Coen, S. and Bull, P. (eds.) The Psychology of Journalism. Oxford University Press. ISBN 9780190935856 (In Press)
Maitra, S. and Guo, S. (2019) Theorising decolonisation in the context of lifelong learning and transnational migration: anti-colonial and anti-racist perspectives.International Journal of Lifelong Education, 38(1), pp. 5-19. (doi: 10.1080/02601370.2018.1561533)
Guo, S. and Maitra, S. (2017) Revisioning curriculum in the age of transnational mobility: Towards a transnational and transcultural framework. Curriculum Inquiry, 47(1), pp. 80-91. (doi: 10.1080/03626784.2016.1254504)Maitra, S. (2017) Crafting ‘enterprising’ workers through career training programs among Canada’s South Asian professional immigrants. Studies in the Education of Adults, 49(2), pp. 196-213. (doi: 10.1080/02660830.2018.1453114)
Maitra, S. (2015) The making of the ‘precarious’: examining Indian immigrant IT workers in Canada and their transnational networks with body shops in India. Globalisation, Societies and Education, 13(2), pp. 194-209.(doi: 10.1080/14767724.2014.934070)
Moskal, M. (2017) International students pathways between open and closed borders: towards a multi-scalar approach to educational mobility and labour market outcomes. International Migration, 55(3), pp. 126-138. (doi: 10.1111/imig.12301)
Moskal, M. and North, A. (2017) Equity in education for/with refugees and migrants—toward a solidarity promoting interculturalism. European Education, 49(2-3), pp. 105-113. (doi: 10.1080/10564934.2017.1343088)
Moskal, M. and Tyrell, N. (2016) Family migration decision-making, step-migration and separation: children’s experiences in European migrant worker family. Children's Geographies, 14(4), pp. 453-467. (doi: 10.1080/14733285.2015.1116683)
Moskal, M. (2015) ‘When I think home I think family here and there’: translocal and social ideas of home in narratives of migrant children and young people.Geoforum, 58, pp. 143-152. (doi: 10.1016/j.geoforum.2014.11.011
Moskal, M. (2014) Polish migrant youth in Scottish schools: conflicted identity and family capital. Journal of Youth Studies, 17(2), pp. 279-291. (doi: 10.1080/13676261.2013.815705)
Khanolainen, D., Nesterova, Y. and Semenova, E. (2020) Indigenous education in Russia: opportunities for healing and revival of the Mari and Karelian Indigenous groups? Compare: A Journal of Comparative and International Education, (doi: 10.1080/03057925.2020.1834350)(Early Online Publication)
Nesterova, Y. (2020) Rethinking environmental education with the help of indigenous ways of knowing and traditional ecological knowledge.Journal of Philosophy of Education, 54(4), pp. 1047-1052. (doi: 10.1111/1467-9752.12471)
Nesterova, Y. (2019) Multiculturalism and multicultural education approaches to Indigenous people’s education in Taiwan. Multicultural Education Review, 11(4), pp. 253-270.(doi: 10.1080/2005615X.2019.1686561)
Jackson, L. and Nesterova, Y. (2017) Multicultural Hong Kong: alternative new media representations of ethnic minorities. Multicultural Education Review, 9(2), pp. 93-104. (doi: 10.1080/2005615X.2017.1313021)
Sutherland, M. (2014) Indigenous and western knowledge: uneasy bedfellows in an interdependent world? In: Inman, P. and Robinson, D. (eds.) University engagement and environmental sustainability. Series: Universities and lifelong learning. Manchester University Press: Manchester, UK. ISBN 9780719091629
Contributions to the College of Social Sciences
CR&DALL also seeks to contribute significantly to and inform the newly emerging College of Social Sciences Inter-disciplinary research clusters: Sustainability; Digital Society and Economy; Addressing Inequalities; and Challenges in Changing Cities. Mia Perry, Lavinia Hirsu and Srabani Maitra are part of the leadership teams of the first three of these clusters.
The specific contributions that CR&DALL will seek to make within these clusters are summarised below:
- International Development related Research in socio-ecological sustainability
- Public engagement in sustainability and eco-pedagogy
- Social determinants of health and sustainability
- The role of learning in the development of sustainable places: eco-cities, carbon-neutrality, transition towns, clean oceans
- Skills development for the green and blue economies: re-skilling and re-training for clean growth (de-growth).
- Inter-disciplinary translational research with communities in the adoption of sustainable practices
Digital Society and Economy
- The impact of digital technologies on teaching and learning through the life course
- Skills and the 4th Industrial Revolution, and impacts on formal and informal economies: the future of work
- Wider civic and societal implications of digitalisation: healthy ageing and well-being
- Digital literacy in technology-rich environments
- Financial literacy, sustainable personal finance, and economic outcomes
- Smart Cities and lifelong learning
- The implications of automation and robotics on lifelong learning
- Learning for entrepreneurship and innovation
- The drivers of inequality, deprivation and marginalisation: with a particular focus on the role of adult education as it relates to race and ethnicity, social-economic class, disability, gender, age and migrant/refugee status
- Equitable access to, and experience within, post-compulsory education for socially excluded, disadvantaged or marginalised groups
- Issues of equity and social justice in relation to the working lives of academics and adult educators
- The learning lifecycle: access, retention, short, medium and long-term outcomes of technical and vocational, and higher education
- Place-based inequalities within the UK, and within Low-Medium Income Countries (LMICs)
- Multi-literacies (traditional as well as digital, financial, cultural, environmental) and their relationships to educational opportunity
- The relationship between education, health and inequality
- Communities, non-formal and informal learning and social capital – the role of cultural assets, heritage and faith/spirituality in learning
- Globalisation and precarious work
Challenges in Changing Cities
- The contribution of formal and non-formal educational assets to balanced urban and regional development
- The development of learning cities
- The interplay between health and education in developing sustainable neighbourhoods
- The role of big data in urban settings
- Migration, Refugees and later-life learning