Promoting the active involvement of young people with severe learning difficulties through effective post-school transition provision

This project, funded by the Harpur Trust, will identify the direct practical teaching strategies which promote the communicative competence of a group of seven students with severe learning difficulties who are all over 16 years old. The aim is to develop this particular skill to allow them to participate in the transition process, post compulsory education, and to enhance their prospects of living a full and independent life. Read more

The impact of formal lesson observations pedagogy within Further Education

The use of Quality Assurance measures, often characterised by an increase in surveillance of teacher activity via formal, graded observation schemes, has had a significant impact on the professional lives of FE tutors.

Lesson observation schemes are typically presented as a form of quality improvement by managers, yet are described by tutors in terms of measurement and control with an outcome of generating a "conform and perform" culture. Drawing on interviews with a range of stakeholders, this research challenges the underlying assumptions that the measurement of teacher performance has a positive impact on teaching and learning overall. Read more

Understanding the experiences of Black and Minority Ethnic primary and secondary PGCE students

This project aims to better understand the experiences of Black and Minority Ethnic (BME) PGCE students, and to identify effective practice that could usefully be adopted by the University of Bedfordshire and its school partners to better support these students. Read more

Raising the Participation Age in Berkshire, an evaluation of the Transition Worker trial

The Education and Skills Act, 2008, set out that from the summer of 2013, young people are required to stay in education or training until the end of the academic year when they turn 17. By 2015, this will be raised to their 18th birthday. The University of Bedfordshire was commissioned by the Raising Participation Partnership, Berkshire to conduct an independent small-scale qualitative evaluation of an RPA trial over a five month period (November 2012-March 2013). Read more

Supporting student parents in Higher Education

This research project, funded by the Nuffield Foundation, investigated the role of higher education institution policies in supporting student parents in England. It focused on:

  • What support is made available to student parents in higher education?
  • Which issues face student parents?
  • How relevant and effective are these policies in supporting the needs of diverse groups of student parents? Read more

Digital Literacy and Creativity

The aim of this project was to produce an online module framework to support the use of Open Educational Resource materials and focused on the ways ICT/digital technologies can support, teaching, learning and administration. Read more

Monitoring the presence and representation of women in SET occupations in UK based online media

There is a persistent pattern of under-representation of women working within the fields of science, engineering, technology and the built environment (SET) within the UK. Another pattern of occupational segregation is the concentration of women in the less prestigious and rewarded SET occupations (the so called glass ceiling).

Through this study, funded by the UK Resource Centre for Women in Science, Engineering & Technology, we supported their objective to tackle these patterns segregation by providing systematic evidence on gender differences in the representations of women in SET within UK based online media.

We studied both the quantity and the quality of these differences and explored the views of people within the overlapping categories of the producers and consumers of online media. On the basis of this work we developed recommendations for creating images that challenge discriminatory patterns and stereotypes. Read more

Excavating the resources and realities of ICT Classrooms

The aim of this research was, to determine whether the ICT classrooms in the University of Bedfordshire's catchment area were already fit for purpose for the British government's "Building Schools for the Future" initiative, or if they were not, what changes needed to be made. This research provided an analysis of the extent to which a sample of Becta's guidelines regarding the design of ICT classrooms were being implemented in a targeted group of schools.

Where guidelines were ignored, the researchers set out to determine why this was the case. Ultimately, ICT classrooms can be makeshift or marvellous. Determining "who" and "what" could make this happen was the purpose of this study. The results of this research will, therefore, inform those responsible for funding and designing the ICT classrooms of the future. Read more

Enquire about research degrees

By telephone
During office hours
(Monday-Friday 08:30-17:00)
+44 (0)1582 489056

By email

How to apply for a research degree

For all the information you need on how to apply for a research degree and to make sure you fulfil the entry requirements visit our 'How to apply' page

You should have a good honours degree (2:1 or above) or masters degree or equivalent in the relevant subject area.

International applicants should be aware of our English language requirements