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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. 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; -policy analysis; -special educational needs; -pedagogy; -andragogy; -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 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; 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 transitions initiative(2014-2017). 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).
Selected publications
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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