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Ewan Ingleby Senior Lecturer in Education, School of Social Sciences, Humanities & Law T: 01642 738161E: e.ingleby@tees.ac.uk Research: Social Sciences, Humanities & Law research
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 and Innovate UK. Ewan has published research articles in peer-reviewed education journals, including Studies In Higher Education and Teaching In Higher Education, and he has participated in national and international education conferences. 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'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. Indicators of Esteem
Invitation to be part of the BIGSSS (Bremen International Graduate School of Social Sciences) conference 2015. ESRC pathway representative for Teesside for social policy, sociology, social work, children, youth and families. ESRC doctoral nomination assessor. Postgraduate Tutor for the school of social sciences business and law at Teesside and appointed editor for the IPDA blog/book reviews. Elected member of IPDA's international research committee and The Association For Research in Post-Compulsory Education. External examiner for doctoral exams in education at Glasgow; Sheffield Hallam; Canterbury Christ Church; and Northampton Universities. Invited keynote introductory speaker for the BSA (British Sociological Association) postgraduate conference at Teesside in May 2016. Peer reviewer for Studies in Higher Education; Computers and Education; The Journal of Education Policy; Professional Development in Education; The Journal of Further and Higher Education; Review of Education; and Research in Post-Compulsory Education. Editorial board member for Ashgate Monographs in Education and 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 & school transition initiative (2014-2017). Selected conference papers
Ingleby, E. Reading between the lines: the consequences of performativity for the professional development of educators in schools in England. Paper presented at the IPDA conference, 24-25th November, Vale of Glamorgan, Wales, UK, 2017.
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.
2017: £5000, Middlesbrough Council. Evaluator of the 'schools transition' initiative. 2016-2017: £99,706, Innovate Uk. Exploration of schools' organisational culture in England. 2015: £5,000, Middlesbrough Council. Evaluator of the 'support for schools' pilot project. 2010-2011: £1,119, HEA. Developing pedagogy and practice grant.
Ewan is especially interested in applying visual methods to qualitative research in education and welcomes PhD applications in the following areas: philosophy of education; policy analysis; technology and education; higher education; post-compulsory education; educational leadership. Ewan is the supervisor of 10 PhD students in education and two education doctorate students.
External Examiner for the MA in International Education (Birmingham City University) and the MA in Education (University of Wales Trinity Saint David).
2015-present: Lead contact and writer of the Teesside component of the ESRC (Economic Social Research Council) DTP (Doctoral Training Partnership). 2015-present: member of the ARPCE (Association for Research into Post-Compulsory Education). 2013-present: elected member of IPDA's international committee.
Ewan is a Senior Fellow of the Higher Education Academy (award pending). Ewan teaches on the Education Doctorate; the MA in Education; the PGCE (FE); and undergraduate education programmes. Ewan is interested in humanist learning and educational leadership across educational settings. Since 2017, Ewan's role as co-leader of the University's 'learning for the 21st century' grand challenge research theme has enabled him to nurture research into pedagogy across the University. Ewan has published a number of books on education and social work that reflect on the processes of pedagogy and educational leadership.
Ewan is currently part of a small business research initiative that is being sponsored by the DfE (Department for Education).
Ingleby, E. (2017). ‘It does more than it says on the tin: Problematising Higher Education in Further Education’. Studies in Higher Education. http://www.tandfonline.com/doi/full/10.1080/03075079.2017.1333491
Ingleby, E. & J.E. Tummons. (2017). ‘Imitation is not always flattery! The consequences of academies in England for Further Education policy in England’. Research in Post-Compulsory Education. http://www.tandfonline.com/doi/full/10.1080/13596748.2017.1314682
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. http://www.tandfonline.com/doi/full/10.1080/09669760.2015.1099038
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. http://www.tandfonline.com/doi/full/10.1080/13596748.2015.1125671
Ingleby E. (2015). ‘The house that Jack built: neoliberalism teaching in higher education and the moral consequences’. Teaching in Higher Education. http://www.tandfonline.com/doi/full/10.1080/13562517.2015.1036729.
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