Dr Dely Lazarte Elliot is a Senior Lecturer and a Chartered Psychologist with the British Psychological Society (BPS), she is part of the BPS-accredited MSc Psychological Studies programme, where she convenes Education Psychology and its online counterpart. Dely is a member of the 'People, Place and Social Change' Research and Teaching Group in the School of Education. She served as the School of Education’s Quality Assurance Office from 2013 to 2019.
Dely has a strong interest in post-compulsory formal education, particularly the experiences of international postgraduate researchers (PGRs) within and outwith academia and the psychological underpinning that can help explain the complexity of these intertwined experiences. A sound understanding of these students’ educational sojourns can greatly contribute not only to the theoretical field but also in promoting a more meaningful experience for international Master’s students, PGRs and Early Career Researchers (ECRs) in increasingly internationalised higher education institutions. Her other areas of interest, e.g. the concept of ‘the hidden curriculum’ and ‘research cultures’ have been explored in the doctoral contexts but have wide implications for other post-compulsory learning contexts, too.
With an interdisciplinary background (Education, Counselling Psychology and Psychology of Education from the Philippines, Thailand and the UK), Dely's research interests lie at the intersection of educational and cultural psychology and higher education. Her extensive years of research, first-hand, personal and work experience in academia evolved into a passion to pursue a thriving intercultural doctoral learning experience. This has been strongly informed by her keen interest in postgraduate students' cross-cultural transition and its inherent rewards and challenges.
Using a psychological lens, Dely investigates how differing academic cultures, intercultural competences, third spaces and hidden pedagogies during international sojourns and in classrooms are not only recognised, but harnessed. By exploring the dynamics of socialisation as a means for learning, higher order thinking skills, and a sense of agency in navigating the wider doctoral learning ecology, she endeavours to deepen current appreciation of how the learning dynamics situated within the hidden curriculum can scaffold, complement and reinforce formal learning, sustain wellbeing, and achieve qualification and equally, transformative growth within the doctoral context. In the School of Education, she very much enjoys leading the PGR Community Building Team where they aim to support the academic growth and development of doctoral scholars by organising a range of mutually-supportive academic, social as well as informal activities. In early 2020, her amalgamation of research interests culminated in the publication of the book 'The Hidden Curriculum in Doctoral Education' with a team of multidisciplinary academics, as well as co-editorship of their book's accompanying website: https://drhiddencurriculum.wordpress.com/
To date, Dely has served as Principal Investigator for ten externally and internally funded projects, while contributing to a number of research studies in education and educational psychology. More recently, she was a Co-I for a UKCISA-funded project on international doctoral students' psychological wellbeing based on supervisors' perspectives. This project won the prestigious Paul Webley Award for Innovation in International Education 2019.
A research culture enhancement, via proactive scaffolding and enriching doctoral researchers' academic and non-academic experience, is something she genuinely believes can make a qualitative difference when converting the challenges embedded in the doctoral learning experience into opportunities and platforms for a thriving doctoral research experience. Her collaborative partnership with colleagues and her doctoral scholars led to several publications (e.g. book, book chapters, journal articles and blog posts). Over the years, Dely has produced high quality scholarly outputs amounting to over 100 publications.
Elliot, D. L. (2021) A ‘doctoral compass’: strategic reflection, self-assessment and recalibration for navigating the ’twin’ doctoral journey. Studies in Higher Education, (doi: 10.1080/03075079.2021.1946033) (Early Online Publication)
Elliot, D. L. and Makara, K. A. (2021) An online community of international scholars: enabling spaces for reciprocal academic and psychological support. Innovations in Education and Teaching International, 58(6), pp. 693-703. (doi: 10.1080/14703297.2021.1991424)
Sakurai, Y., Shimauchi, S., Shimmi, Y., Amaki, Y., Hanada, S. and Elliot, D. L. (2021) Competing meanings of international experiences for early-career researchers: a collaborative autoethnographic approach. Higher Education Research and Development, (Accepted for Publication)
Umer, M. and Elliot, D. L. (2021) Being hopeful: exploring the dynamics of posttraumatic growth and hope in refugees.Journal of Refugee Studies, 34(1), pp. 953-975. (doi: 10.1093/jrs/fez002)
Elliot, D. L. , Bengsten, S. S.E., Guccione, K. and Kobayashi, S. (2020) The Hidden Curriculum in Doctoral Education. Palgrave Macmillan: London. ISBN 9783030414962 (doi: 10.1007/978-3-030-41497-9)
Elliot, D. L. (2020) Publishing with dissertation students: A covert strategy for developing psychology students’ employability skills? Psychology Teaching Review, 26(1), pp. 96-102.
Lee, S. and Elliot, D. L. (2020) Re-imagining international doctoral students as diasporic academics. In: Gaulee, U., Sharma, G.S. and Bista, K. (eds.) Rethinking Education Across Borders: Emerging Issues and Critical Insights on Globally Mobile Students. Springer: New York, NY, pp. 255-268. ISBN 9789811523984
Cai, L., Dangeni, D., Elliot, D. L. , He, R., Liu, J., Makara, K. A. , Pacheco, E.-M. , Shih, H.-Y., Wang, W. and Zhang, J. (2019) A conceptual enquiry into communities of practice as praxis in international doctoral education. Journal of Praxis in Higher Education, 1(1), pp. 11-36. (doi: 10.47989/kpdc74)
Elliot, D. L. and Kobayashi, S. (2019) How can PhD supervisors play a role in bridging academic cultures? Teaching in Higher Education, 24(8), pp. 911-929. (doi: 10.1080/13562517.2018.1517305)
Elliot, D. L. , He, R. and Dangeni, (2019) Setting and adjusting experiences of supervision. In: Dollinger, M. (ed.) Getting the Most Out of Your Doctorate: The Importance of Supervision, Networking and Becoming a Global Academic. Series: Surviving and Thriving in Academia. Emerald, pp. 19-34. ISBN 9781787699083
Elliot, D. L. (2018) Intercultural encounters: Intertwined complexities and opportunities in international students’ experience. In: Korhonen, V. and Alenius, P. (eds.) Internationalisation and Transnationalisation in Higher Education. Series: Studies in vocational and continuing education (17). Peter Lang. ISBN 9783034327763 (doi: 10.3726/b11212)
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)
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., 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., Reid, K. and Baumfield, V. (2016) Capturing visual metaphors and tales: innovative or elusive? International Journal of Research and Method in Education, (doi:10.1080/1743727X.2016.1181164) (Early Online Publication)
- View recent blog entries
- Member for
- 6 years 2 months