Faculty of Humanities and Social Sciences research student profiles

UK.

I first heard about Oxford Brookes University when I applied to do my masters degree in 2021. I researched Primate Conservation degrees and found Oxford Brookes University to have the best lecturers and best suited to me.

I was attracted to Oxford Brookes University as I completed my masters here, so I knew the lecturers that I work well with. This meant I could work with the lecturers and develop my area of research. 

Before starting my research degree I completed my BA(Hons) Social Sciences 2017-2021 and MSc Primate Conservation 2021-2022.

Since undergrad I have had a research background which I think has helped me alot when it comes to researching for my PhD. Even though this research project is much more intense and more work is required, my background knowledge in research has helped. I think Oxford Brookes has a wide range of additional resources that are helpful for research students, for me the statistics classes were useful. As well as this there are alot of opportunities for research students to network and come together to share ideas, which is good for me because as a new student I can talk to students that are in years 2 and 3.

Orangutans are the world’s largest arboreal mammals, meaning they spend the majority of their time in the tree canopy. Though over the past decade research has highlighted that they are more terrestrial - spend time on the ground - than once thought. This research determined that in Bornean orangutans (Pongo pygmaeus) terrestriality is a natural behaviour, rather than disturbance driven, and they actually spent an equal amount of time on the floor as they did in the canopy. However, this research has not been conducted on Sumatran orangutans (Pongo abelii), therefore my research will aim to bridge this gap as I aim to compare the terrestrial behaviour of the two species.

Both Borneo and Sumatra have faced significant deforestation which has impacted the lives of their flora and fauna. The Bornean and Sumatran orangutans are Critically Endangered, with populations declining, therefore it is vital that research is carried out and conservation efforts are implemented.

I am particularly interested in learning about animal behaviour and external factors that may affect these behaviours. This led to the development of this project as the main aim of my research is to explore and compare the terrestrial behaviour of Bornean and Sumatran orangutans.

My PhD will be divided into various sections, including a literature review on ‘Evolution and Orangutans’ and the data collection section. I will explore evolutionary processes that influenced orangutan ancestors, for example climate change events including El Niño Southern Oscillation, global cooling and the Asian monsoon. My data collection will be divided into two sections, and I will use both primary and secondary forms of data. My secondary data will consist of analysing pre-existing camera trap data from various field sites across Borneo and Sumatra. I will look at all the images and gather data on external factors - for example, humans, deforestation or roads - that cause these animals descending to the ground. Information will be gathered on the location of the camera trap, the time, time spent on the ground and activity carried out while on the ground. My primary data will consist of gathering data at the field sites myself. I will gather data on the locations of the camera traps, for example what type of tree they are attached to and any noteworthy factors that may influence their terrestrial behaviour. In addition to this, there is a possibility that I will gather data from orangutans in captivity to determine whether any comparisons can be made surrounding terrestrial behaviour in the wild and in captivity.

My results will be important as the research will contribute to conservation knowledge, as the concept of terrestrial behaviour in orangutans is relatively new and currently restricted to Bornean orangutans, therefore I believe I am adding to conservation knowledge in a new and exciting way.  

I have always really enjoyed researching and learning about new topics, and being a research student allows me to be around other people that have similar interests. Even though the majority of the other research students are in different faculties it is helpful for me to talk to other students. As a new research student I think the biggest challenge so far has been knowing where to start, however speaking to other students and my advisors, I have been able to come up with a plan.

I think there is a wide variety of training opportunities offered by Oxford Brookes on a range of subjects but as I have only just started I have not had the opportunity to go to many yet. Though the ones I have attended have been very helpful and have reassured me that I’m at the right stage.

At the moment I am not completely sure of my future plans, though I would like to stick to the research side of Primate Conservation as this really interests me.

India

I first heard about Oxford Brookes university in 2017 while working in Indonesia, with Borneo Nature Foundation. The NGO Co-founded by my PhD Director of Studies – Dr. Susan Cheyne. 

The primate conservation and anthropology faculty at Oxford Brookes University is one of, if not the best in the world, particularly for Asian primate research. So, I was naturally inclined to do my PhD at Oxford Brookes University.

I completed my Masters in Environmental Anthropology from the University of Kent, UK (2014-2015) – my dissertation looked at environmentalism in Iceland from the perspective of the Asatru community. I then worked with Borneo Nature Foundation (2017 – 2019) to conduct a long-term study to document ethnobotanical practices by indigenous Dayak groups (Ngaju, Ot’danum and Ma’anyan) living along the border of Sebangau National Park, Central Kalimantan, Indonesia. From 2019 – 2020 I was part of two different short-term projects – as a field researcher for Arocha India on camera trapping human-elephant conflict, and with Everyday City Labs to help map tree temples around Bangalore, India. Between 2021- 2022, I worked with Huro Programme and Sonja Wildlife Rescue Centre to work on a project to record anthropogenic disturbances to gibbons in Meghalaya. This led me to pursue a PhD at Oxford Brookes University. 

Pursuing a PhD was the right decision for my career, and I naturally fit in almost immediately at Oxford Brookes University. I attended 6 modules in my first year (2022-2023) which greatly helped me settle in as a student.

My PhD research aims to comprehensively examine the socio-cultural dimensions of Western Hoolock gibbon (Hoolock hoolock) conservation in Garo Hills of Meghalaya, India, through an interdisciplinary framework that integrates natural and social sciences. 

I will explore the indigenous A’chik (Garo) community's traditional ecological knowledge, including beliefs and practices such as hunting taboos and the preservation of forests, which may have played a significant role in the conservation of gibbons and other biodiversity sharing the same habitat. 

I will also highlight the contribution of the local NGO, Huro Programme, which works alongside the A’chik community in gibbon rescue, rehabilitation, and release initiatives at Sonja Wildlife Rescue Centre. 

By assessing historical and contemporary conservation practices, this research will provide insights into the effectiveness of in-situ primate conservation efforts, the role of the A’chick community, and the impact of rescue and rehabilitation initiatives on the long-term survival of India’s only non-human ape – the Western Hoolock Gibbon (Hoolock hoolock). 

I have been interested in History, Anthropology and Primates since a young age. Doing a PhD allows me to fully embrace my passion and interest by focusing entirely on research. 

I have participated in a wide variety of training opportunities at Oxford Brookes University, including statistics courses, Faculty seminars about primate conservation and anthropological methods. As a student I feel like a sponge to knowledge and I look forward to learning more from the training programmes offered at the University, which will greatly improve my academic outlook whilst helping to promote my own research. 

I aim to complete my thesis by mid-2026, after which I plan to continue working as an independent researcher in North East India and Borneo, alongside organizations working towards forest restoration and improving the predicament of wildlife. 

I first came to Oxford Brookes to study for a MSc in Primate Conservation. I was told about the course by a fellow zookeeper and immediately thought “I really want to do that!” I am a mature student so it was wonderful to be part of such a modern university environment. When I was an undergraduate in the 1980s we did not have computers, so research is much easier nowadays.

I was primarily attracted to Oxford Brookes by the calibre of the Primate Conservation staff. They are all leaders in their particular fields and continue to be an inspiration to me. After completing my Masters I did not want to leave. Although I had not originally planned to do a PhD, I was keen to become involved in lemur conservation, and my project grew from discussions with my two amazing supervisors.      

I returned to education after a 25-year career in urban planning. My first step was a diploma in Animal Management at Northumberland College. My course was based at an old country estate called Kirkley Hall, which has a wonderful little zoo attached to it. I worked there as a Zoo Presenter alongside my studies. The job included giving educational talks to visitors about the animals, and that is where I first became fascinated with lemurs. I also learned about the threats that they face in the wild and was determined to do something to support their survival.

I was delighted to be accepted as a research student, but at the beginning I felt as though I did not really belong on a PhD programme. Everybody knew so much more than I did! Working in a shared office with other researchers at various stages of their programme has been a big help in taking the step from MSc to PhD. Having the belief and support of my supervisors and other primatology staff has given me great confidence to take my research forward. I have already done a myriad of training sessions to boost my skills, and meeting fellow researchers at courses and social events helps me feel part of a wider university research community.

I am investigating the impact of hunting by humans on the behaviour and demography of cathemeral (day and night-active) lemurs in south-eastern Madagascar. Although hunting by humans is recognised as one of the main threats to the survival of lemurs across Madagascar, the impact of hunting on their behavioural ecology and population structure is currently poorly understood.

By studying lemur hunting from the dual perspectives of lemurs and people sharing the same forest, I aim to understand the nature of lemur hunting in rural Madagascar and how lemurs respond to hunting pressures. My results will further scientific knowledge of lemurids’ capability to adapt and survive in anthropogenic habitats and enable me to develop indirect predictors of hunting pressures on lemur populations that can be used in conservation management. Madagascar is among the poorest countries in the world and rural people have a high dependence on forest resources. Understanding the importance of lemur hunting to people living close to forests is crucial for developing effective strategies to reduce hunting pressures, and is integral to my project. 

I conduct my field research at two sites in Tsitongambarika Protected Area, a humid forest in south-eastern Madagascar. My research focuses on the red-collared brown lemur Eulemur collaris and southern bamboo lemur Hapalemur meridionalis - the two lemur species most frequently targeted by human hunters in south-east Madagascar. Using these species as a model, my project objectives are to:

• Investigate the drivers and importance of lemur hunting to people living close to tropical forests in south-eastern Madagascar;            
• Determine how hunting by humans affects the abundance, distribution, group size and group composition of lemurs;             
• Identify the behavioural responses exhibited by lemurs towards humans and explore whether lemurs adjust their behaviour in areas of high hunting pressure;            
• Model the behavioural and/or demographic characteristics of lemurs that can be used as indirect predictors for hunting pressure;            
• Develop evidence based strategies for lemur conservation in Tsitongambarika that meet human needs as well as addressing conservation priorities.  

Ethnoprimatology provides an integrated approach to studying the interface between non-human primates and people. I use a combination of qualitative and quantitative research methods to conduct anthropological and ecological data collection and analyses. 

 So far I have spent 10 months in Tsitongambarika. It is extremely rewarding getting to know Malagasy people and discovering how they live. An added benefit is that I am learning to speak Malagasy, essential to communicate with the teams of local people that I work with and the people I meet day to day.  

The opportunity to become really obsessed with one project for three years. There are not many other chances in life to do that. Last year I was lucky to attend an international lemur conference in Madagascar where my supervisor introduced me to some of the world’s most eminent lemur conservationists. My research involves    fieldwork in a remote part of Madagascar, where I am privileged to get to know local people living in rural subsistence communities. I also get to watch lemurs living wild in the forest, which is truly magical.  

The biggest challenge that I face is being self-funded. I have to work part-time to support myself and seek grants for my fieldwork. Balancing these demands with my PhD work can sometimes feel overwhelming. Fortunately I have a great job as a shelver in Headington Campus Library. It is very therapeutic and being    familiar with all the library’s resources is a bonus for my research. My colleagues think that going to live in a tent in Madagascar for months on end is crazy, but they are all supportive of my project. 

I have participated in a wide variety of training opportunities that Oxford Brookes offers, including statistics courses, skills and competency training, and HSS Faculty seminars about anthropological methods and primate conservation. Whilst I still have a lot to learn, these events are helping me develop the knowledge and practical skills that I need to do my project. They also stimulate me with ways to be more proactive about raising my professional profile and promoting my research.  

I am aiming to complete my thesis in summer 2021. It is difficult to think of life after the PhD, but I would like to continue working for lemur conservation in Madagascar, initially to help implement recommendations arising from my research. The lemur species that I study are under huge pressure from human activities in the forest. At the same time, people living in the nearby communities traditionally depend on the forest for many of the resources they need. Where I do my field research, there is so much work needed to protect lemurs’ and people’s needs, and I would like to be part of that.

Bristol

I did my MSc in Primate Conservation at Oxford Brookes University so I already knew the faculty and staff quite well. I was offered the chance to conduct research at a field site in Indonesia, so returning to Oxford Brookes University for my PhD seemed like a natural fit. My first impressions were that everyone was very welcoming and incredibly supportive. The facilities available to students have improved immensely since I undertook my Master’s degree, so I am excited to have returned to the new site at Headington.

Having previously studied at Oxford Brookes, I felt that the Department of Social Sciences was the best place to return for my PhD. The staff are all leaders in their research fields, and although I have worked in my field for a long time, I knew that I could learn from them and increase my skillset. I needed a    team that understood the location and situation I was heading into, spoke the language, understood the culture and religion, and could provide long-distance support for me in the field; Oxford Brookes University could provide all of this. I also love the community-feeling of the primate group and the networking opportunities with the MSc course alumni. I am grateful for the support I have received from the University despite being thousands of miles away in the middle of the rainforest!

Before starting this PhD, I managed a long-term orangutan research site in Indonesia. This involved managing staff, students and volunteers, organising data collection and general camp running. I learned so much from that role and was given many different opportunities such as presenting at an international conference and appearing in a National Geographic program about orangutans. I was given the chance to learn more about data collection in the field and more about the logistics and responsibility of running a remote field site. I developed as a person, scientist and mentor.

I instantly felt at home when I started my PhD and the new facilities at Headington are fantastic. We now have a great postgraduate library, bigger and better study areas, and the ability to acquire licence software and download remotely. The postgraduate team are supportive and helpful, and it has been easy to contact different departments and staff for assistance.

Previous research has highlighted that orangutans are able to exist within mixed agroforest landscapes; however, the extent to which this affects their health remains largely unknown, as is the number of orangutans that reside within these landscapes. Given the current situation however, it appears that orangutans are struggling to survive long-term in these disturbed areas. In 2012, research led by Prof Serge Wich advised that where forest is converted to plantation, over time over 95% of the original orangutan population is lost.            

Exactly how great apes alter their behaviour in reaction to altered landscapes and their inherent risks remains uncertain but is of paramount importance for the long-term survival of animals whose ranges comprise of such habitats. Therefore, it is necessary to investigate whether and how the survival prospects of orangutans could be improved in these areas. This interdisciplinary study seeks to quantify this decrease by looking at disturbance (an oil palm concession) and the western Bornean orangutan sub-species. 

This project has been designed in conjunction with International Animal Rescue (herein known as YIARI) in West Kalimantan in Indonesia. YIARI has been working in the PT Kayung Agro Lestari oil palm plantation for several years and have been taking data on the orangutans that live in two forested areas in this plantation. It is rare that access is given to work in such a controversial landscape; however YIARI have been given permission for research to be undertaken in this concession.            

This research is important as very little is known about orangutan movements within oil palm; we know they exist but we do not know the extent of their behavioural plasticity in these areas. We need to examine if conflict exists in this plantation and explore mitigation strategies if necessary. Most importantly from this research, we need to understand how orangutans utilise this habitat and the implications for their continued survival if access to this area were to change.            

Research Objectives

Objective 1: Determine space-use patterns of orangutans in oil palm to examine movement and habitat utilisation.

Objective 2: Examine orangutan behaviour regarding activity budget and dietary composition in relation to food availability.

Objective 3: Quantify how important continued access to this oil palm concession is for this orangutan population using data regarding crop-foraging, dietary composition and oil palm shoot loss.

Objective 4:  Assess whether there are any orangutan-human interactions within this plantation and assist with options for conflict mitigation.

Anticipated Results

It is expected that this project will be one of the first of its kind to shed light on orangutan behaviour in a monoculture. It will provide information on activity budget, nutrition and movements. Currently we do not know how much of the plantation orangutan utilise, or indeed whether they potentially live in the plantation. At this time, the anticipated results are that orangutans move within the plantation but we do not know the extent. Therefore, this project will fill in the gaps in our knowledge. 

Implications of this project

First and foremost, it will be the completion of my PhD. I also hope to publish this study in a number of journals, as well as presenting my results at international meetings. In terms of orangutan conservation, the implications of this project will be important and far reaching. The training we will continue to offer staff within the plantation, with regards to a no-kill policy, corridor-creation and conducting research, will be invaluable if we are to empower local people to look after their wildlife. I will be evoking with the plantation owners on best practice guidelines for use in their plantation, which can then be rolled out to their other sites, as well as the potential to work with other companies. From a research perspective, this project will shed light on an aspect of orangutan life that has rarely been studied on a long-term basis. We will be able to begin to answer questions as to the scale of which orangutans rely on this landscape, how important connectivity is and how they are modifying their behaviour to cope with this change in environment. If orangutans are not coping in this environment, we can begin the work into mitigation strategies - looking into policies in order to protect these apes. 

Given the sensitive nature of my project, I really struggled to get funding to study in an oil palm plantation. As I am a self-funded student, I got to a point in the field where I would be unable to pay my second-year fees. Receiving this scholarship was amazing and took a huge weight off my shoulders. It allowed me to reallocate my own money in the field so that I could purchase more equipment such as a new GPS, compasses and watches for the staff. Without this scholarship, I don’t think I would have been able to continue my field work or pay my programme fees.

I love being a research student. I relish a challenge, and nothing is harder than creating a project and self-funding it. I enjoy the social aspects of being a student; meeting like-minded people with great experiences that they can share and advice they can impart.            

As you can imagine, working in the field comes with a plethora of issues. However, because I had already worked in a similar area of Indonesia for several years and had such a strong team at Oxford Brookes University, I never felt like any of these issues couldn’t be resolved quickly. There are always delays with the permits you need to conduct research, the weather is always problematic, and working in a foreign country produces problems of its own. With help from Oxford Brookes University and my previous work, my project evolved to meet these challenges and present solutions that kept all stakeholders happy.              

The research training has been nothing short of fantastic. The inductions really set me up for what to expect from Oxford Brookes University and what they expected from me. Now I am back from the field, I can undertake training in software that is relevant for the analysis of my data. There is also the possibility of 1-to-1 sessions with different advisors which I think will be hugely beneficial for me.

At the moment, I am focusing on analysing my data and writing my thesis. I will also be presenting my work at an international conference soon and I am hoping to present at more over the next year. On completion of my PhD, I hope to publish my work and pursue a career in the environmental sector. Working with an oil palm company has really opened my eyes to the role that businesses play in conservation and the environment, so I am considering moving into this as a potential field.

I am a British citizen, but I grew up on the East coast of Canada on Prince Edward Island. Since coming to the UK ten years ago, I have lived all over England, including Canterbury, Leeds, Cambridge and of course, Oxford.

I originally heard about Oxford Brookes when I was considering my first master’s programme. Upon finishing my honours BA in Anthropology (Mount Allison University, New Brunswick, Canada), I wanted to become a primatologist and looked into the world-renowned Primate Conservation MSc at Brookes. Taking the full spectrum of my research interests into account (e.g. human-nonhuman animal relationships; traditional ecological knowledge; wildlife conservation; environmental education; climate change), I decided to pursue a MSc in Environmental Anthropology (University of Kent), followed by a second MSc    in Biodiversity and Conservation (University of Leeds). However, I have always retained a passion for primates, and have been involved in some research in this area, so it seemed quite poetic when my doctoral studies led me here.

I was impressed by the disciplinary coverage of my supervisory team, and the support I felt they would be able to provide throughout an interdisciplinary project. Professor Kate Hill is my Director of Studies and Professor Jeremy MacClancy is my second supervisor. I also have access to Professor Stephen Redpath as an external supervisor at the University of Aberdeen if I have any questions about raptor ecology. Having supportive supervisors is key to doctoral success, as those relationships provide the foundation that underpins your progress. I was also a 150 Studentship recipient and was extremely grateful to be granted the financial support to continue with my academic aspirations. Without funding, I would have had to continue to put doctoral studies on hold until grant funding could be obtained.

Prior to my PhD, I was a research assistant at the Department of Social Anthropology at the University of Cambridge, as part of a team investigating children’s perceptions of environmental change in four Cambridgeshire schools. I was also an intern at the UNEP-WCMC (United Nations Environmental Programme – World Conservation Monitoring Centre) in their Ecosystem Assessment Division (also in Cambridge).          

Before taking up my posts in Cambridge, I had been working as an educational assistant at an elementary school in Yukon, Canada, and volunteering with the charity Neotropical Primate Conservation in La Esperanza, Peru. 

I have always been passionate about research and had carried out several smaller-scale degree projects by the time I arrived at Brookes. In my capacity as a research assistant, I was primarily involved in the fieldwork side of things, documenting my colleagues’ activities while developing and leading some of my own. It had been about three years since I had finished my last masters, so it took me a little while to acclimatise into a very different type of degree programme, but I was very much looking forward to devoting myself full time to a topic that encompassed so many of my research interests and carrying out long-term fieldwork.            

When doing library research, it is of great benefit to have access to the Bodleian Library, in addition to all the resources at Brookes. However, as Oxford Brookes largely comprises an undergraduate student population, it can be easy for PhD students to sometimes feel underrepresented, regarding more specific graduate training or the level to which we feel included and communicated to in terms of university services and information sharing. As many PhD students will attest, doctoral research can be a very isolating process at times and lacking a cohort in the same way other degree programmes do can contribute to that. Happily, I think these areas are receiving more attention with the recent development of the Doctoral Training Programme and the increased research training activities that are being offered and promoted through this initiative. It is a really positive step, and I am looking forward to taking full advantage of those opportunities during the rest of my time at Brookes.  

The Red Kite Reintroduction Programme was initiated in 1989 and has since been recognized as one of the most successful conservation programmes ever carried out in Britain. However, in recent years print media stories have suggested that the bird’s popularity might be fading in certain areas. My project looks at the social aspects of the red kite reintroduction and people’s relationships with these birds. By exploring people’s perceptions of red kites in both urban and rural, high and low density red kite areas, I wanted to get a better understanding of how people feel about red kites.            

From the onset, this project has been conceived as an investigative exploration, as opposed to a hypothesis driven study. Hence my aim has been to identify the dominant themes arising from people’s narratives about red kites, as well as understand how they fit into people’s relationships with, and willingness to tolerate, wildlife in general.            

By conducting this research, I wanted to uncover the key factors shaping people’s constructions of red kites, and, in so doing, shed light on the bird’s social carrying capacity (Needham et al. 2011) – otherwise known as wildlife stakeholder acceptance capacity (Organ & Ellingwood, 2000).            

This project is the first of its kind to examine human-red kite relations in the UK and will make an intellectual contribution to ongoing discussions in human-nonhuman animal studies, animal geography, conservation biology and wildlife management. In addition, this research has practical applications for future conservation through its recommendations.

Several other reintroductions have taken place in the UK in recent times (e.g. great bustards, sea eagles, Eurasian beavers, and pine martens), and with a number of ‘rewilding’ proposals currently being set forth, namely involving the reintroduction of wolves and lynx, there is now an even greater need to understand people’s tolerance capacities towards wildlife. For reintroductions to continue successfully, the human dimensions need to be better understood. Therefore, in addition to having wider implications, the findings of this study will contribute valuable insights into local human-red kite interactions and further assist conservation activities in the UK.            

How has the Santander scholarship helped your research project and progression of your research degree programme?

The Santander Scholarship for Continuation Fees has provided me with continued financial support after my initial three-year studentship concluded at the end of January 2018. The writing-up period can be a difficult time and having less financial pressure has certainly helped.           

It was very important to me to have the opportunity to bring both my disciplinary backgrounds together for my PhD. Having a project that allows me to delve into so many of the topics I am interested in, while also discovering new areas for myself, is great. The burgeoning interdisciplinary field of anthrozoology is a very exciting place to be because you feel that you have the chance to really make a difference and explore complex dynamics from different angles. Of course, your PhD is really a beginning of sorts, so I am excited to see what the future may hold.            

Specialising in human-wildlife relationships and interactions, at the intersection of anthropology and conservation, and having the opportunity to make an original contribution to my field is a very fulfilling thought. From a young age, I always wanted to make some small positive difference in the world. Impact is something that is very important to me, and if my research influences how something is approached in the future, that will be the biggest reward. I want my research to contribute to knowledge, but I also want it to be applied so that both animals and people can coexist in a shared landscape that is mutually beneficial to both.          

Doing all the preliminary research as part of expanding your research design, and exposing yourself to new bodies of literature and ideas, is very exciting during the first phase of the PhD. You feel like anything is possible. The next stage, the fieldwork stage is, for me, the most enjoyable. It’s why we do what we do. The immersion process can come with challenges, but is also very rewarding, and it is exciting as you begin to see patterns emerge and start to unravel and interpret your data. The final stage of the PhD, the writing-up stage, is arguably the hardest. Even when you are passionate about a subject, after several years sometimes the motivation that is required to make sense of everything you collected during fieldwork can be difficult to muster, as it can be very overwhelming. All PhD students struggle with this. It is well documented. It is very easy to get overwhelmed with everything you have to do, and I think it helps if you can remind yourself of why you are doing it.             

During the first seven months of my PhD I was very much immersed in preliminary research and carrying out all the tasks I needed to do in order to begin my fieldwork in a timely manner. This period was followed by approx. a year and four months of fieldwork. I spent most of this time living ‘in the field’, away from the university, my supervisors and colleagues.            

Now that I am based in Oxford again, I can see how the Doctoral Training Programmes are being developed further and the additional opportunities opening up to research students. With workshops and seminars being offered through the Graduate College and Careers, as well as our individual faculties, I Iook forward to learning even more transferable academic skills that will serve me well in the future.            

However, with several doctoral training programmes happening in different faculties, I think it would be wonderful to see more cross-faculty communication and collaboration. I believe it would be a great asset to research students, and faculty research development as a whole, if information   about the different approaches and research tools being taught in doctoral training sessions across the university were more readily advertised to students outside each faculty. I know I have benefited from attending sessions on qualitative coding and analysis hosted through the Business School for instance, which I only found out about through some independent investigation. Colleagues have also expressed interested in attending valuable sessions hosted through our faculty (Humanities and Social Sciences) which they did not know about. With so many resources available, I feel it would be hugely beneficial to make the most of them collectively - and who knows, some very innovative projects could come out of it!            

During the first year of my undergraduate degree, I knew that I would go on to pursue a doctorate, with the goal of one day becoming a lecturer or professor. I love teaching and have been very grateful to my supervisor for giving me the opportunity to teach several lectures during the course of my PhD. Since I have always been involved in less mainstream research areas, I really enjoy having the opportunity to introduce new topics to students, and expose them to new perspectives. If one or two students come up after teaching a class and say, ‘you made me think about this in a different way’, that’s what it is all about.            

Positive change can come about by students having access to new ideas and alternative ways of thinking and relating to the world around them.

Because of this, they might think more critically about relationships and associations they took for granted. It might expand their worldview or influence their career path. As humans, it is important to have our assumptions challenged. It helps us grow.            

While I am still interested in pursuing an academic career, I am also receptive to research and teaching opportunities that lie outside of academia.

The UK.

Prof. Begiato was one of the contributors to the book that accompanied the Victoria and Albert Museum’s exhibition Quilts 1700-2010: Hidden Histories and Untold Stories so I was aware that she had used quilts and quilt making as a methodology to explore women’s lives in her own work, so I felt that my proposal would be interesting to her. I first applied to complete a Masters by Research in 2020-21 and after gaining that have now widened my research into study for a PhD Direct. 

I was a Geography undergraduate, and my first career was in consumer marketing and new product development research, working in both the UK and the US for multinational marketing and FMCG companies. Whilst my family were young, I combined these marketing skills with my hobby passion and started a business designing quilt patterns and teaching quilting classes and running an online and bricks and mortar fabric shop. 

I was always fascinated by the makers who came before me, I called my business Plain Stitch – the historic term for the style of sewing that was used to make quilts. This work eventually led me to take a role with the national membership charity The Quilters’ Guild of the British Isles, initially to help set up their social media strategy and then appointed as a Non-Executive Director to advise on their marketing development. Latterly my work has focused on their historic museum collection, and I maintain an Advisor role to The Quilt Collection of The Quilters’ Guild of the British Isles and sit on their Accessions Committee. I am also a practitioner of vernacular hand quilting in a frame, a heritage skill, where I make and exhibit modern quilts which encourage the modern use of historical quilting patterns from the past. You can see my work at www.plainstitch.co.uk

I joined Brookes during the Covid lockdowns and so my experience was far from typical, but I found settling in really straightforward. My supervisory team were so warm and encouraging and I loved the work, so it was a pleasure despite the challenges of the outside world. I made friends amongst my PhD cohort and that was also a huge support.

My research uses the domestic quilt as a research tool to explore the emotional lives of makers and owners between 1770-1920. Quilts are amongst the most sentimental of family heirlooms, they are objects of long and creative labour for their makers and thus, their subsequent owners carry quilts with them across spaces and through generational time.

It is in these journeys, where quilts pass between generations or move between places where we can see emotions in practice. When quilts are carried, bequeathed, stolen or reworked we see how emotions drove actions to preserve quilts. By exploring the materiality of quilts, their creative designs, the skills inherent in their making and in their mending or reworking we learn about emotional labour. When quilts appear in historical testimony we gain insight into their elevation, often as symbols of an emotion; hard work, morality, maternal care – or the lack of. Following quilt making out into the British provinces we gain insight into the emotional lives of ordinary labouring women in places more commonly characterised by scholarly exploration of the significance of male labour such as mining and farming. By mapping how quilts and practice of quilting travelled from Britain with colonialism we gain insight into the societal British values that were exported around the world. By exploring how makers used the materiality of quilts to make tangible, some aspects of their spiritual inner emotional life, we gain insight to how religious and moral teachings were experienced and explored through textile practice in the domestic and institutional space.

My PhD will rewrite the history of British quilt making through the lens of emotion, exploring what quilt making meant to the people who engaged in it. It will ask what quilts as objects meant to those who owned and kept quilts in generations since as they travelled through spaces and across generational time.

As a person completely immersed in their study field, I really enjoy the experience of working as research student. Having the luxury of time to spend researching and learning has been a privilege. Oxford Brookes offers so many resources, from the library to the training, and the work of the support staff who all make a seamless contribution to this experience. I particularly enjoy the access to such a wide range of lectures; invited speakers and internal presentations - which is always pushing me to think more widely about my subject.

I will use my research to inform the development of The Quilt Collection, one output is a tool which can be used in accessions practice for emotional objects in museum settings. I will also be using my work to encourage more scholarly use of the unique collection of quilts and social history of The Quilt Collection (and holdings in other smaller museums) as a research source for disciplines such as art history to women’s studies, study of material culture to those seeking artistic creative inspiration. Through my work I seek to elevate a heritage craft that has been often overlooked in this country’s explored social and artistic history, perhaps more associated with US traditions which obscure the unique and different traditions enjoyed by the UK. I write a column for a popular quilting magazine and give talks and presentations to quilt makers today, and my research is important in helping (extra)ordinary makers today contextualise their labour as a significant contributor to the material culture of their families, communities and thus wider society today.

Bourne End, near High Wycombe

Yes, I attended a postgraduate fair in May 2019. I had called Dr Viviane Quirke to discuss my prospects and at the fair I was encouraged to apply by Dr Thomas Robb.

I completed my MA at Brookes between Autumn 2019 and summer 2020, during the initial stages of the Covid crisis. Brookes managed the transition from face-to-face to online teaching with admirable speed and support for all its students. I completed my MA with distinction and received the Detlef Mühlberger History prize of the year. This success and the relationship with my supervisor, Prof. Glen O’Hara, started me thinking about a suitable PhD topic that we could work on together. We went through a broad range of subjects before agreeing on my current research area.   

 I trained as an architect and was a co-founder of A&Q Partnership in the 1980s. I have recently retired, but the practice continues with new management from within the firm

The MA was a good introduction, and Covid restrictions during that period reflected some of the nature of a PhD. It is an individual endeavour where you are very much in charge of the pace. For this reason the connection with Brookes is very important and the  support I have received from both my supervisors and the Graduate College has been excellent. 

My research is about the Upper Clyde Shipbuilders Work-in of 1971/72. The project’s landscape is Glasgow’s River Clyde in the early 1970s and the declining heavy industries that had once justified Glasgow’s claim to being the ‘Second City of the Empire’. Before World War One the city was a centre of excellence in the shipbuilding, railway and armament industries, when 100,000 people worked in Glasgow’s shipyards alone. But by the 1960s this had reduced greatly as British shipbuilding declined under competition from Japan, Sweden and West Germany who had built new shipyards using modern methods of production. British shipyards were still characterised by outdated practices and craft-based demarcations.

In 1966 a government inquiry recommended that the industry should be re-organised nationally into larger groups and in 1968 five surviving Glasgow yards merged to create Upper Clyde Shipbuilders (UCS). The new company was troubled by historic debt and required further funding from the Labour government. But 1970’s new Conservative government had a ‘no lame ducks’ industrial policy and refused a further request in June 1971, effectively forcing UCS into liquidation. The loss of the remaining 8,500 jobs at UCS together with perhaps 20,000 jobs from local suppliers would be a disaster, as unemployment in the region was already high. However, UCS was highly unionised and the shop stewards, led by Jimmy Reid and Jimmy Airlie, anticipated the crisis and thought up a strategy to fight back. 

The stewards shunned strike action, occupied the yards and continued to build the ships that UCS were still contracted to complete. This was possible because a) the necessary steel was available, b) the skilled workforce supported the strategy and c) the ‘work-in’ became a national cause célèbre due to substantial media coverage. Styling the campaign as the ‘Right to Work’ the shop stewards avoided being seen as ‘work shy and disruptive’. Whilst ministers refused to negotiate the shop stewards maintained the work-in and by February 1972 the government made a ‘U-turn’ and agreed to rescue the yards and their workforce.

The work-in was primarily successful because of the solidarity of the shipyard workers. But also because of firstly, the public support they received (notably £1,000 from John Lennon and Yoko Ono) and secondly, the work-in’s leaders were highly articulate advocates for the campaign and secured many victories against opponents that underestimated them. 

The events have been written about before, but my research takes a retrospective view exploring wider issues such as male identity, family, class, solidarity and localism in the wider shipbuilding communities, and how these may be linked to ideas of ‘civic nationalism’ in a devolving Scotland. A trip to Glasgow to interview surviving shop stewards and associated academics has provided eight hours of oral history material complementing the archival research and supporting the theoretical propositions.

The best part is learning more about something that fascinates you, particularly interviewing people who were part of the actual events. Especially when those events are on the cusp of moving from a living memory to a recorded history, when it is important to grasp the last verbatim recollections. Although transcribing interviews in various forms of the Glaswegian accent can be difficult because machine reader programmes and systems find it harder than others to pick up, like most parts of a PhD it is best tackled in small discrete packages of work. That way deadlines are achievable and soon begin to build into the bigger dissertation.

I have found the training readily accessible and very helpful. From going back to learning how to use Microsoft Word properly to enjoyable informal on-line writing retreats where it is easy to compare notes with other students. The recent provision of a Doctoral Research Centre in the Clerici Building is a major boost to face-to-face communication and very welcome.

Some are about continuing my research, some are about enjoying retirement, and some are about something new, screenwriting.

I have worked at Oxford Brookes for a number of years as a professional services member of staff.  I joined the Faculty of Humanities and Social Sciences in 2013 and became familiar with the research undertaken by academic staff in the School of History, Philosophy and Culture. Inspired by the work done in the School, I worked for a time to create a research proposal which was accepted by the department and I enrolled as a part-time research student in September 2015. Since beginning my studies at Oxford Brookes, I have been impressed with the support that is available to ensure that students get the most out of their studies. My supervisory team have been incredibly supportive and the training and events organised by the faculty and by the University have been very useful as I settled into my studies.

Between October 1963 and July 1964, ten defendants were tried under the General Laws Amendment (Sabotage) Act and the Suppression of Communism Act.  Amongst the ten, there were several prominent campaigners against the apartheid regime, including Nelson Mandela. This trial was widely observed, and condemned, across the world and was the subject of UN Security Council Resolution 190, demanding the release of all persons convicted or being tried for opposition to apartheid.        

My work examines both the international diplomacy and international campaign movements that surrounded the Rivonia trial in South Africa by completing detailed archival research of government bodies and various campaign organisations. I will utilise these records in a way informed by recent developments in the field of transnational history.  I have chosen to examine the diplomacy of the US and the UK with South Africa, as these counties traditionally had a close relationship, sharing histories that are linked through colonialism and trade. I have visited various archives in both countries to view primary sources.        

The campaign movements for racial equality that connected South Africa to the US and the UK are significant.  Many of the leading activists fighting the apartheid regime at this time were internationally known figures and were inspired by, or had links with, political leaders and activists in other countries, including both the US and the UK. Nelson Mandela, defendant number one in the Rivonia trial, did not visit the United States until after his release in 1990, but in his autobiography, he states that he was inspired in his youth by Americans such as W.E.B Du Bois, Marcus Garvey and Martin Luther King Jr. He did, however, visit the UK in 1962 and met with leaders of the Labour and Liberal Parties, as well as others involved in the anti-apartheid movement. Many anti-apartheid activists fled to the UK and carried on with their work in the Anti-Apartheid Movement, while activists in the US frequently viewed their civil rights struggle as part of a wider movement for racial justice.          

I am keen to explore to what extent the Rivonia trial acted as a rallying point for campaigning groups to focus on, as well as an event that officials in the Governments of the US and the UK had to respond to, and I hope to find examples of where these two worlds collided. To do this I will be looking for connections between the Kennedy and Johnson administrations and the British Government on this issue, and lobbying by campaign groups: for example, the Anti-Apartheid Movement, the National Association for the Advancement of Coloured Peoples, the American Committee on Africa and International Defence and Aid Fund, among others.        

How has the Santander scholarship helped your research project and progression of your research degree programme?

Being awarded a Santander scholarship has been greatly beneficial for my studies. I have been fortunate enough to win funding for some of the necessary travel to archives during the course of my studies, but some of this I have had to cover out of my own resources. Being awarded this scholarship has eased the financial burden I face, leaving me free to undertake further necessary trips to gather vital information for my research project.          

I have been studying now for three years and I have really enjoyed my time working on my project. I have nearly completed the information gathering phase of my research and I am shortly to begin my writing up. I am looking forward to this stage as it will bring together all of the work that I have completed in my last few years of study.        

The greatest challenge I have faced as a part-time student is managing my time effectively around working in a full-time job. It is sometimes difficult to sit down and study after a busy day in the office, but I manage this by setting myself small, frequent deadlines so that I have targets to work towards. This, as well as still maintaining a keen interest in my topic, has kept me motivated. Meeting a deadline also means that I can treat myself to time away from my studies, allowing me to do something else and then come back to it after a week or two, feeling refreshed and ready to begin again.        

Having completed my BA in History at the University of Wales Trinity St. David (Lampeter), I applied for a role within the Oxford Centre for Methodism and Church History, which is a research centre within the School of History, Philosophy and Culture at Oxford Brookes. During the course of my research there, it became apparent that no-one had ever used the Westminster College archives to fully study the reasons behind the relocation of Westminster College from its original site in the heart of London to Harcourt Hill. I decided to be that person!

Settling into the research environment at Oxford Brookes was very easy indeed – everyone was very helpful, friendly, and informative.

Being a research student at Oxford Brookes provides me with the opportunity and direction to make use of the fantastic resources held in the Westminster College archives, as well as in other local repositories, the National Archives, and Brookes Library.

Cheltenham.

I first became aware of the EdD programme at Brookes through a teaching colleague who is completing his own EdD now. I already knew about the university through other colleagues, friends, and family – and all have spoken highly about Brookes. 

A few academic and practical reasons attracted me to Brookes; firstly, the geographical location is ideal being only an hour from home. Additionally, the course programme offers a blend of taught and research sessions and, having completed a taught MSc degree several years ago, this structure appealed to me.

I am currently a lead teacher of Geography at an independent school. Prior to my current position I taught in grammar schools in Kent, and I have been an examiner for GCSE and A-Level examination boards as well. Finally, in my previous life before teaching, I worked as a highways engineer for a local authority in the south-east of England.

Having already completed a Masters degree (albeit a long time ago now) settling back into independent research has been relatively seamless so far. The support on offer, from staff as well as the range of resources online/on campus, has been excellent throughout and I always get swift replies to any queries I have had which is great.

Enquiry-based learning is becoming more prevalent in educational institutions, particularly in the sciences and humanities, and was first pioneered as a working concept in the 1950s in the American education system. However, given the great strides in cognitive neuroscience that have been made since the advent of fMRI in the early 1990s, I feel that existing models of enquiry-based learning (such as those of John Dewey and Joseph Schwab) do not fully capitalise on the breadth of understanding that we now have about how the brain generates ideas, solves problems, and makes decisions - all cognitive processes that underpin how the brain enquires best. 

Therefore, I believe that current philosophical approaches towards enquiry-based learning can be revised and updated by applying an empirical understanding of neuroscience, together with effective application of cognitive and psychological concepts - for example delivered through professional development programmes. This would greatly enrich the successful delivery and effectiveness of enquiry-based learning in the classroom, especially in the context of working through and generating actions and solutions in response to complex global issues.

I enjoy the blend of independent research and coming together every so often with my fellow researchers. We are lucky in that we have a wealth of online resources at hand, as well as the physical university campus. I also enjoy the relationships we have been able to build with academic staff who always value what we have to say and offer in tutorials. Perhaps the biggest challenge is a logistical one: as a teacher and parent studying for a professional doctorate it’s all about finding the time to read papers and get stuck into the research areas that I am interested in. To try and get around this (as best I can!) I prioritise what I wish to read up on in relation to the assignments I have and work back from that.

There are plenty of opportunities for further training courses here at Brookes – we are always being invited to various enrichment and development sessions which is great. Hopefully, as time goes by, I will be able to start taking more advantage of these!

I hope to be able to apply the research and knowledge I have gained through completing my doctorate in my teaching, and to ultimately oversee teacher training programmes based around enquiry and cognitive science in school.

I first heard about Oxford Brookes in 2014 after moving to Oxford to study for a Masters. The University kept popping up whilst I was working and studying elsewhere.

I knew that I loved Oxford and wanted to move back. Upon reaching out to the University about my idea for a research project, I had an extremely supportive and positive reception by my then proposed supervisor (this was particularly pleasing having studied the works of the proposed supervisor on an earlier course). With this collaboration, I gained a sense of being cared about and empowered rather than being a mere cog in the workings of a large institution.

I was particularly reassured by having an open and honest conversation during the interview. The interviewer was transparent from all angles and realistic about studying at Oxford Brookes University; this was very refreshing!

Immediately prior to commencing my PhD I was geography teacher in inner-city London, a challenging environment perfect for honing time management. I have also worked in construction for a safeguarding organisation within local government and remain a director of a performing arts organisation and an awarding body. 

When I have time, I like to volunteer with the world’s largest youth movement, which has led me to represent their interests in the European Parliament. I have created training modules, led regional growth, and made lots of friends. I have also had the privilege to volunteer in the Cabinet Office via the Queen’s Young Leaders Programme run by the Royal Commonwealth Society and University of Cambridge. This involved finding inspirational volunteers and mentoring people around the world in leadership, non-formal education, and youth empowerment.             

As the only new student to be reading for a PhD in Education, it at first seemed a little lonely due to a lack of companionship. Nonetheless, my supervisory team have been fantastic, and while both supervisors have significant roles within the University, they always find time for me. Indeed, the staff and other research students at the University have always been friendly and willing to offer their help, be it administrative or academic.

It has been a nice experience settling into being a research student. I would advise other students to make sure that there are interactions with other research students and to make the effort to find a routine that works.

I am researching the extent to which universities’ interactions with their students reflect or embody the ‘soft power’ of the state as distinct from their own wholly autonomous actions as education providers. To that end, my research explores how student behaviours and practices are influenced by universities.

My PhD explores how the ‘traditional’ three-year full-time undergraduate student (FTUG) experience is influenced and shaped in response to contemporary state restructuring, and the impact upon student behaviours and practices in higher education (HE) in England (Morrissey, 2013; Sanchez et al., 2015). The research will examine how HE, and the role of those working and studying within it, is changing in the light of the reorganisation of funding, fees, and student number allocations in England. It explores how this context creates a fundamental ambivalence whereby students are increasingly positioned as consumers whilst simultaneously being subject to a growing number of influences and ‘nudges’ which aim to shape and ‘script’ student behaviours

My PhD highlights how the context of ambivalence is experienced and understood by FTUG students, with additional insights drawn from other stakeholders in the HE ‘network of power’. Drawing upon qualitative data from empirical research, the project will utilise a Foucauldian post-structuralist biopolitical framework to map ‘where’ and ‘how’ interactions occur within and across the ‘networks of power’ in modern HE (Foucault, 2010).
I will offer new empirical knowledge on the reorganisation of HE at a time of state restructuring, and intensified concerns about (in)security and sustainability of the HE sector. It will also develop a theoretical understanding of how, in times of change, individuals understand their ‘role’ in HE at a moment in time; in particular, how one ‘becomes and knows what it is to be a student’.

My PhD is thus a response to calls for better understanding of what it means to ‘become’ and be a FTUG in the contemporary HE sector in England; and how students and staff roles are governed, particularly with the reorganisation of funding and fee structures (Gorman, 2012; Ball, 2013). This will provide greater awareness of the ethical implications of HE biopolitics, and uncover the ‘networks of power’ involved in the relationship between the state, universities, and students. I seek to offer an impactful contribution to the debate about the operation, reorganisation, and governance of HE amid state restructuring driven by austerity measures.

I love the stimulation and debate that can be had when critically engaging with the literature, formulating the project that I truly have ownership of. Speaking with supervisors and being guided rather than directed provides a more horizontal experience within the University, one that is exciting, stimulating, and more enriching. It has been great to meet research students and learn about their projects, and to hear just how passionate they are about it. The research student community is a friendly and welcoming one!

One particular challenge can be the lack of structure to a PhD. As there are no modules or regular lectures attached to it, there is sometimes a risk of losing motivation. To overcome this, I have engaged in a range of sessions to develop my skills, which has provided a loose structure. 

Another challenge has been readjusting to student life; the transition from teacher to student has been an interesting thing to do. Giving up a job (even a pressured one) can sometimes make you question the decision, but, for me, these things are all about good planning and staying true to the bigger picture; about the dream and desire to do my own research and contribute to the knowledge economy.

The research training at Oxford Brookes is a good starting point for research students and certainly provides a link between Masters and the MPhil level. There are a raft of options to explore and to introduce you to methods from other disciplines, which provides a useful insight and new avenues to explore. One of the most useful things about this training is to have a space for discussion about the methods with other students.

There is also a good deal of other training to help with career development and personal development. For example, the Associate Teachers course, which helps students prepare for lecturing at the University, was a very positive experience and helped to provide me with another avenue for enrichment both social and academic.

After completion, I would like to put my new skills and knowledge to work in the world of business (in particular, taking up a more active role in the education organisations of which I am a Director). In addition, I would like to further work with the charity supporting people with a rare brain disease while also maintaining a part-time engagement in and with the University contributing to the academic community.

Cheltenham

I live locally and when considering further postgraduate study, someone mentioned the School of Education at Oxford Brookes University. I visited the campus and spent time looking at course options online, as well as speaking to other graduates from Oxford Brookes about their experiences.

When discussing potential postgraduate research with others, I was told that Oxford Brookes University has a large and vibrant School of Education with a reputation for producing excellent teachers. The Harcourt Hill campus being so close to where I live was also a massive draw for me as I have three young children. When I started exploring the possibility of doing a PhD in Education at Oxford Brookes, I spotted a studentship in creativity in science education, advertised online by Professor Deb McGregor. The description sounded fascinating as an area of study and the funding meant that I was able to take a career break from teaching to do a PhD full-time in a topic that I am passionate about. My PhD links to Deb McGregor and Sarah Frodsham’s creativity project and it has been great to be involved in that.

I had returned to work part-time as a mainstream primary school teacher in Oxford, following maternity leave with my third child, when I applied for and was accepted onto the PhD. In the preceding year, I undertook a part-time postgraduate research module with the Open University to refresh my academic research skills. Prior to my primary teaching position in Oxford, I worked in an independent primary school in London and completed an MA in Education at Durham University, where I also achieved my PGCE qualification.

I was immediately made aware of support available to me when I started at Oxford Brookes. The Upgrade service and workshops, networking events and training sessions are free to attend and made me feel part of an academic community. This in turn smoothed my transition into a research role from my previous position as a teacher. It was a big step for me to change career direction and increase to full time hours. As a result, my everyday life and routines changed dramatically which has been a huge challenge for both me and my family. Knowing there is support available is of paramount importance when life gets complicated. I would urge any new research students to attend these optional sessions because not only have these allowed me to develop relevant skills, but also to meet other PhD students with whom you can share your experiences and build friendships. It helped me to feel that I am not alone in having to juggle so many things in my life as a mature student alongside a PhD and that it is possible.  

A few other resources I would highlight are the library request system because it means if you work regularly on the Harcourt Hill Campus you can order in books for collection instead of having to travel to Headington when time is short. In addition, as an Oxford Brookes PhD student I have the privilege of being able to obtain a Bodleian library reader card which is invaluable because anything I cannot get from the Oxford Brookes library, I can usually find there.  

I am undertaking a full-time PhD supported by the Primary Science Teaching Trust (funded by Astra Zeneca) and Oxford Brookes University, exploring creativity in teaching and learning in primary classrooms. My doctoral study focuses on exploring and exemplifying creative practices within the context of science and arts education. This involves thinking about the many and varied ways that teachers and learners express their creativity in the classroom. In addition, my project will review how teachers support the development of pupil creativity in the classroom in the subjects of science and the arts. I am drawing on a range of theoretical models related to paradigms of creativity, dialogue, features of inventiveness, curiosity and agency as well as habits of mind to make sense of my data. My working title is currently ‘Exploring creativity in teaching and learning in innovative science and arts primary practitioners’ lessons’, although inevitably this will evolve as my research progresses. I am using a mixed-method design with several means of data collection used to build up a detailed picture to help answer my research questions and look for further insights into creative teacher practices. The in-depth exploration in my research will inevitably result in a critique of policy and offer insights for creative pedagogies that could be utilised by teachers across UK classrooms (and hopefully beyond). My research findings will contribute to a research base that informs future guidance for teacher training and continuing professional development for primary (and even lower secondary) school practitioners.

Being a research student means that I have the perfect excuse to immerse myself in a topic that really interests me. I can spend hours reading about something I am passionate about. A PhD takes you on a journey - intellectually - to places you never expected to go. You get to see things from a fresh perspective and question things you took for granted. When I first started, I asked my supervisor about the steps required to complete a PhD to allow me to map out the journey I would take over three years. I quickly realised that there is no map and often the route I plan gets blocked or diverted. It is important to plan; however, I have had to learn to be more adaptable. I am now more resilient when I encounter an unanticipated issue. I have determination to overcome these when they occur and I am continuing to work on being more open to constructive criticism and considering alternative ways of approaching theories, methods or interpretations.

I attended lectures on research methods which were useful in increasing my awareness of the possible methods I could use in investigating my research area. These sessions allowed me to understand the strengths and weaknesses of different approaches; to allow me to determine which methods would best address my research questions. This year, I am attending a ‘writing for academic practice’ course. PhD students are free to request to attend any series of lectures in the University therefore it is worth investigating what might be useful for you, to brush up your knowledge in an area. The training I attended on NVivo and SPSS have both proven helpful in understanding how to use these packages to analyse data. In addition, I found research conferences very valuable in learning more about the research of others and meeting colleagues in the School of Education and other departments within the University.

I have just started the second year of my PhD and have yet to decide in what direction I will go after completion. Luckily, there appear to be lots of options when I do approach that end, and events such as the Life Design training sessions that Oxford Brookes runs are brilliant for focusing on what is important to me in a future.

My daughter came to Oxford Brookes for her first degree so I was aware of it before starting my PhD.

I had recently worked with Professor Deb McGregor on a project related to science inquiry and was keen to have her as my supervisor. Previously our paths had crossed through our mutual membership with the Association for Science Education (ASE) and I also followed her to Keele University many years ago, where I did my master’s degree about the management of effective education and learning.    

I am currently supported by a studentship that is jointly funded by both Oxford Brookes and the Primary Science Teaching Trust (PSTT) which is financed by Astra Zeneca.  

Directly prior to starting my PhD at Oxford Brookes I was a Research Associate at Kings College London working as part of the UK team on a large European funded project SAILS (http://www.sails-project.eu/).  My role included helping to prepare secondary teachers to teach science through an inquiry approach and be more confident and competent in the assessment of their students’ learning through inquiry and formative assessment pedagogies. 

As a mature student, I have had the opportunity to be part of many interesting experiences and roles including being a nurse and midwife prior to becoming a primary teacher. Interestingly these two careers overlap a lot in terms of transferable skills and knowledge, although I have not had to deliver a baby in school yet!  

My research is stimulated by a desire to understand how science inquiry is described and practiced by teachers following the current English National Curriculum for Science. It hopes to identify pedagogical approaches used at the top end of primary (Year 6) and the start of secondary schooling (Year 7) which might identify common principles and practice that might support more effective transition from primary science education to secondary science education.

I love learning about new things, and find reading the literature, attending conferences and seminars very absorbing, sometimes too much and I forget to write anything down. I find Twitter very useful in terms of learning about useful ‘people’ to follow and resources and strategies to keep my PhD writing on track.

I find people very friendly and supportive. Once I understand what I don’t understand I know who I can contact and receive specific direction or support. My two supervisors are always on hand to shine a light when I find myself in a dark corner.

I would love to be part of a research team and work on projects around science, education, inquiry, creativity and assessment, which involves being in the classroom and working with teachers and their pupils.