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Senior Lecturer in Education,
School of Social Sciences, Business & Law
T: 01642 738161E: firstname.lastname@example.org
Social Futures Institute
Dr Ewan Ingleby has been the chair and co-convenor of the Education Work Based Learning Research Unit since 2013. Ewan was appointed as co-leader of the University's 'learning for the 21st century' research challenge in 2017, in order to develop research in education across the University. Ewan is particularly interested in using frameworks and concepts that derive from philosophy and ethnography (for example, new literacy studies). Ewan is an elected member of the international committee of IPDA (the International Professional Development Association) and he has worked on funded research by the Higher Education Academy. Ewan has published research articles in peer-reviewed education journals and he has participated in education conferences at national and international events. Ewan is a member of the editorial board for Research In Post Compulsory Education and for Practice: Contemporary Issues in Practitioner Development. Ewan has also published a number of books in education. Ewan teaches on the Education Doctorate; the MA in Education; the University's PGCE (FE) and undergraduate education programmes. Ewan's last PhD in education completer applied visual methods in exploring the perceptions of new vocational degrees in higher education.
Ewan is a pathway director committee member for the ESRC (Economic Social Research Council) doctoral training consortium and represents Teesside. Ewan is also working on a funded research project to help schools in England to develop a virtual learning platform via Innovate UK.
Ewan is especially interested in applying visual methodologies to qualitative research in education and welcomes PhD applications in education in the following areas:
-philosophy of education;
-special educational needs;
-perceptions of educational products and processes.
Ewan is currently supervising four PhD students in education by research and he is also a supervisor of two dissertation students on the Education Doctorate.
Indicators of Esteem
Invitation to be part of the BIGSS (Bremen International Graduate School of Social Science) conference 2015.
ESRC pathway representative for Teesside for social policy, sociology, social work, children, youth and families.
ESRC doctoral nomination assessor.
Appointed Postgraduate Tutor for the school of social sciences business and law at Teesside.
Appointed editor for the IPDA blog/book reviews.
Elected member of IPDA's international research committee.
External examiner for doctoral exams in education at Glasgow; Sheffield Hallam and Canterbury Christ Church Universities.
Invited keynote introductory speaker for the BSA (British Sociological Association) postgraduate conference at Teesside in May 2016.
Peer reviewer for The Journal of Education Policy; Professional Development in Education; The Journal of Further and Higher Education and Research in Post-Compulsory Education.
External reviewer for the review of postgraduate study at The Faculty of Education and Social Science, Leeds University, December 2016.
Research evaluator of employability, local government and Academy schools in Teesside (2014-2015).
Selected conference papers
Ingleby E., & B. Wilford. Technology Enhanced Learning and the implications for professional development in higher education. Paper presented at the IPDA conference, 25-26th November, Stirling, UK, 2016.
Ingleby, E., & C. Hedges. "How can you survive in the world if you can't use a computer?" Exploring the vocational and training needs of early years practitioners in England. Paper presented at the BERA conference, 4-7th September, Manchester, UK, 2012.
Ingleby, E., & J.E. Tummons. Mentoring in the lifelong learning sector: Implementation or improvisation? Paper presented at the BERA conference, 1-4th September, Warwick, UK, 2010.
Ewan is currently part of a small business research initiative that is being sponsored by the DfE (Department for Education).
Ingleby, E. & J.E. Tummons. 2017 (forthcoming). Imitation is not always flattery! The consequences of academies in England for Further Education policy in England. Research in Post-Compulsory Education.
Ingleby, E. 2017. Early years educators' perceptions of professional development in England: An exploratory study of policy in practice. Professional Development in Education. http://www.tandfonline.com/doi/full/10.1080/19415257.2017.1280522
Ingleby, E. 2016. 'We don’t just do what we’re told to do!' Practitioner perceptions of using ICTs in early years. International Journal of Early Years Education.
Ingleby, E. & C. Gibby. 2016. Law and ethics: problematising the role of the foundation degree and paralegal education in the English post-compulsory context. Research In Post-Compulsory Education.
Ingleby E. 2015. The house that Jack built: neoliberalism teaching in higher education and the moral consequences. Teaching in Higher Education.
View Ewan Ingleby's Publications on TeesRep
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Teesside's online research repository gives you access to the collection of peer-reviewed research and e-theses produced by members of the Social Futures Institute.
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