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Centre Director:
Professor Louise Morley
Louise is a Professor of Education within the Department of Education. Her previous posts were at the Institute of Education, University of London, the University of Reading and the Inner London Education Authority. Louise has a strong international profile in the field of higher education studies. She has given keynote presentations in Australia, Canada, China, France, Germany, Norway, Poland, Ghana, Uganda, Moldova, India and Belgium. She has undertaken research, consultancy and has been a visiting academic in Brazil, The Gambia, South Africa, Lesotho, Uganda, Tanzania, Nigeria, Sri Lanka, Mexico, Greece, Sweden, and the Philippines. She is on the editorial boards for Studies in Higher Education, Gender and Education, Teaching in Higher Education, the London Review of Education and on the International Advisory Boards for Education, Citizenship and Social Justice and Studies in Research: Training, Evaluation and Impact. She is also a member of the Society for Research on Higher Education's Research and Development Committee and the external examiner for the DBA in Higher Education Management at the University of Bath and the MA in Academic Practice at King's College, London.
Centre Co-Director
Professor Kelly Coate
Kelly joined Sussex from King's College London, where she was Vice Dean (Education) at the Faculty of Social Science and Public Policy from September 2017. She was also a Reader in Higher Education, School of Education, Communication and Society. Prior to this Kelly was Director of the King's Learning Institute and Senior Lecturer in Higher Education at the university from 2013 - 2017. Prior to Kings, Kelly was Lecturer in Teaching and Learning in Higher Education at National University of Ireland, Galway from 2007 - 2013, where she also spent two years as Vice Dean (Graduate Studies). She joined NUI Galway from the UCL Institute of Education where she held research and teaching roles, including as a founding programme team member of the MBA in Higher Education Management. Kelly's academic careers includes serving on the Editorial Boards of Teaching in Higher Education, Higher Education Research and Development, and the Journal of Education Policy. She was on the Governing Council of the Society for Research into Higher Education (SRHE), and was a founding co-convener of the SRHE Network 'The Digital University'. Her research and publications over the past 20 years have been on various aspects of higher education; particularly the curriculum, internationalisation, and women's academic careers. Her latest research (with Camille Kandiko Howson) is on Senior Professional Leaders in UK HE. Kelly is now also a Professor of Higher Education in the School of Education and Social Work, and Co-Director (with Louise Morley) of the Centre for Higher Education and Equity Research (CHEER).
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Tab Betts, Lecturer in Higher Education Pedagogy
Tab Betts is a Lecturer in Higher Education Pedagogy at the ÅÝܽ¶ÌÊÓƵ, teaching on the Postgraduate Certificate in Higher Education, and is co-founder of the Active Learning Network (ALN), a global community of practice for promoting teaching excellence. He has been promoting active learning and inclusivity in Higher Education for over ten years and has won a number of teaching awards, including the ÅÝܽ¶ÌÊÓƵ Award for Outstanding or Innovative Undergraduate Teaching and the University of Brighton Award for Most Innovative Teaching. He is fluent in Mandarin Chinese, was Head of Department at a Chinese university and currently runs his own international education consultancy, working across a range of international contexts, including the UK, China, Japan, Korea, Cambodia, Vietnam, Malaysia, Thailand and Nigeria. His research interests include learning technology, online learning, inclusivity for international students, learners from Confucian heritage cultures (CHC), international teacher education, active learning, and the role of play in promoting innovative thinking.
Dr Barbara Crossouard, Reader in Education
Barbara's research and teaching focuses on education and the production of identities including the intersections of identity structures such as gender, sexuality, race, nation, religion, age relations and class. Her writing takes up feminist post-structural and postcolonial writers across the social sciences, as well as contemporary decolonial studies. She has conducted both qualitative and mixed methods research focusing on all education sectors, from primary schooling to doctoral education. Her recent research has focused on youth citizenship identities and the intersections of gender, nation and religion in different postcolonial contexts of the Global South. Her research into youth identities also addresses the intersections of work and education in the livelihoods of youth in Sub Saharan Africa, again taking up how these processes are gendered.
Dr Emily Danvers, Lecturer in Education
Emily is aligned with CHEER’s focus on higher education equity. Her research interests are the ‘everyday’ exclusions faced in higher education, specifically on how disadvantaged groups experience exclusion beyond the level of access and via the micro and seemingly ordinary moments e.g. via pedagogies, technologies, practices, policies, relationships and assessment. She teaches on the PGCert Higher Education and other undergraduate and postgraduate modules on topics related to pedagogy, inclusion, higher education, critical thinking and sociological theory. Recent projects include work on Gypsy, Roma and Traveller students in higher education, doctoral academic writing groups, and the impacts of the Prevent duty on critical thinking.
Dr Louise Gazeley, Senior Lecturer in Education
Louise contributes to a range of courses within the Department of Education, leading modules and supervising researchers. Her own research focuses on the relationship between educational and social (dis)advantage. Specific areas addressed include: access to higher education for under-represented groups; disciplinary exclusion and equity; how initial teacher education addresses issues of equity and exclusion; expectations of parental involvement in education.
Professor Emerita Valerie Hey
Valerie's research interests include affects, the body and ir(rationality) in higher education, the psycho-social formation of class, gender, sexuality and 'race'. re/thinking cultural studies, and post-structuralist methodologies in education.
Dr Tamsin Hinton-Smith, Senior Lecturer in Higher Education Teaching and Learning
Tamsin is a member of the Centre for Gender Studies. Her teaching includes the sociology of education and she has received an award for excellence in teaching. Tamsin's broad research focus is on marginalised identities and social participation using qualitative (including online) research methods. Her key area of expertise is student parents - particularly lone and teenage parents - and participation in learning, including higher education. Tamsin's primary research area is lone and teenage parents' participation in learning, training and work. Her work addresses the ways in which student parents manage the competing demands of family, learning and paid work, and the role of higher education policy and pedagogic practice in supporting or problematising this. Tamsin's recent publications include Lone parents' experiences in Higher Education 2012 (Niace: Leicester). She also edited Widening Participation in Higher Education: Casting the net wide? 2012 (Palgrave: London). Tamsin has also worked as a Westminster parliamentary researcher on educational issues.
Dr Linda Morrice, Reader in Education and Migration
Linda’s research interests cover adult, higher education and lifelong learning theory, policy and practice. She has developed a focus on refugee and migration studies which has fostered an interdisciplinary approach to her research and enabled her to explore issues of learning, equity, citizenship and identity from a distinctive perspective. She has a particular interest in participative and peer research, and expertise in life history, biographical and narrative research methodologies. Linda is on the Editorial Board of the International Journal of Lifelong Education. She is co-founder of the European Society for Research on the Education of Adults (ESREA) Network on Migration, Ethnicity, Racism and Xenophobia.
Simon Thompson, Professor in Education
Simon is Head of the Department of Education, and a specialist in teacher education. He regularly provides professional development courses in innovative pedagogies to professionals in schools and in universities. Most recently he established an ongoing partnership with the National Universities Commission in Nigeria where he offered leadership and pedagogic training to practitioners from across the country. He is one of 55 university teachers nationwide to receive the prestigious National Teaching Fellowship Scheme award for excellent practice and outstanding achievement in learning and teaching in Higher Education. Simon’s research interests include history education, higher education pedagogy, teacher education and professional development and life history as research methodology. Simon was a Co-Investigator in the CHEER project entitled ‘Higher Education, Knowledge Exchange and Policy Learning in the Asian Century’. As part of the project, Simon collected data with colleagues from the University of Hiroshima to compare teaching and learning cultures in two international higher education contexts – the UK and Japan.
Dr Rebecca Webb, Lecturer in Education
Rebecca is a Lecturer and Course Leader for the Early Years iEducation MA. She also teaches on other MA courses within the Department of Education, the Doctor of Education, and convenes an undergraduate module for the Childhood and Youth: Theory and Practice BA. Prior to her academic career, Rebecca worked as a teacher, lecturer, teacher trainer and education adviser. Her most recent experience before taking on full-time doctoral study was working in an advisory capacity with schools in Newport, South Wales to promote equity, inclusion and achievement, especially amongst groups of pupils traditionally disadvantaged within the education system.