Projects per year
Dr Ewan Ingleby has been the postgraduate research tutor for the school of social sciences, humanities, and law since 2013. Ewan is particularly interested in using frameworks and concepts deriving from philosophy and ethnography (for example, new literacy studies). Ewan was an elected member of the international committee of IPDA (The International Professional Development Association ) from 2012-2019 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; Teaching In Higher Education; and Professional Development in Education and he has participated in national and international education conferences. Ewan is a member of the editorial board for The Journal of Further and Higher Education; Research In Post Compulsory Education; and Practice: Contemporary Issues in Practitioner Education (alongside being an Associate Editor of 'Practice'). Ewan has also published a number of books in education. Ewan has supervised 11 students to research degree completion (six PhD students as director of studies; three PhD students as second supervisor; one education doctorate student; and one MPhil student in education as second supervisor). Ewan's PhD in education completers have applied visual methods in exploring the perceptions of new vocational degrees in higher education, and considered the implications of the marketisation of higher education. Ewan's last education doctorate completer undertook a research thesis on applying technology to pedagogy in higher education.
PhD Completions (as Director of Studies).
1. Gary Currie 2016 ('An exploration of the impact of new vocational degrees on Higher Education. A case study of the BSc Crime Scene Science degree using photo-elicitation.').
2. Alison Watson 2019 ('A mixed methods study exploring the impact of marketisation on a case study Higher Education provider.').
3. Fola Akenroye 2021 ('An exploration of pedagogical practice in educating children with SEN [Special Educational Needs] in Nigeria.').
4. Kate Haddow 2021 ('From Infant Hercules to Chernobyl: An ethnography of hidden food aid in Middlesbrough.').
5. Maureen Osigwelem 2022 ('An exploration of technology enabled learning for inclusive pedagogy in selected Nigerian schools: Interpreting practitioners' perceptions through visual research methods.').
6. Ryan Williams 2022 ('An exploration of the benefits of using social media for pedagogy.').
Education Doctorate Completions (as Director of Studies).
1. Barbara Wilford 2018 ('A case study exploring the factors influencing academics in their use of TEL [Technology Enabled Learning].').
'The focus on achieving results and the consequences for teachers in schools in England', Practice: Contemporary Issues in Practitioner Development (2023). 'The advantages of visual methods in exploring hidden subjectivities in post compulsory education', Research In Post-Compulsory Education (2022, volume 27: 2, 307-327). A monograph entitled: Neoliberalism Across Education: Policy And Practice From Early Childhood Through Adult Learning (published May 2021). The monograph is part of an international series (Palgrave Studies On Global Policy And Critical Futures In Education) edited by Professors Michael Thomas and Jeffrey Di Leo.
Summary of Research Interests
Ewan has been a pathway director committee member for the ESRC (Economic Social Research Council) doctoral training partnership and represented Teesside from 2016-2019. Ewan has also worked on a funded research project to help schools in England to develop a virtual learning platform via Innovate UK.
Indicators of Esteem
- Invitation from Professor Hazel Bryan to launch 2021 Palgrave Macmillan education monograph at the IPDA 2021 conference Neoliberalism Across Education: Policy And Practice From Early Childhood Through Adult Learning.
- Invitation to be part of the BIGSSS (Bremen International Graduate School of Social Sciences) conference 2015.
- ESRC DTP mid-term review panel member, November 2019.
- ESRC DTP training representative (2019-present).
- ESRC pathway representative for Teesside for social policy, sociology, social work, children, youth and families (2016-2019).
- ESRC doctoral nomination assessor (2016-2019).
- Postgraduate Research Tutor for the School of Social Sciences, Humanities and Law at Teesside and appointed editor for the IPDA blog and book reviews.
- Elected member of IPDA's international research committee (2012-2019) and The Association For Research in Post-Compulsory Education (2015-2023).
- External examiner for doctoral exams in education at Glasgow; Sheffield Hallam; Canterbury Christ Church; Northampton; Birmingham City; Huddersfield; and Derby Universities.
- Invited keynote introductory speaker for the BSA (British Sociological Association) postgraduate conference Precarity Tees 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; Research in Post-Compulsory Education; and Practice: Contemporary Issues In Practitioner 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. Cockshut, L. and M. Wijnbergen. The importance of being enterprising for teacher education and teacher professional development. Paper presented at the BERA Conference, 11-13th September 2018, Northumbria University, Newcastle-upon-Tyne.
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.
Research Projects & External Funding
- 2016-present ESRC NINE DTP (initial lead investigator).
- 2017: £5000, Middlesbrough Council. Evaluator of the 'schools transition' initiative (principal investigator).
- 2016-2017: £99,706, Innovate UK. Exploration of schools' organisational culture in England (co-investigator).
- 2015: £5,000, Middlesbrough Council. Evaluator of the 'support for schools' pilot project (principal investigator).
- 2010-2011: £1,119, HEA. Developing pedagogy and practice grant (principal investigator).
PhD and Research Opportunities
Ewan is especially interested in applying visual methods to qualitative research in education and currently works with six doctorate students in a supervisory capacity.
External Roles and Professional Activities
External Examiner for the Education Doctorate (Queen's University Belfast) 2018-2021.
External Research Collaborations
- 2015 - present: initial lead contact, current co-contact and initial 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).
- 2012 - 2019: elected member of IPDA's international committee.
Enterprise Interest and Activities
Ewan was part of a small business research initiative that was sponsored by the DfE (Department for Education) from 2016-2017.
Learning and Teaching Interests and Activities
Ewan is a Senior Fellow of the Higher Education Academy (awarded in October 2018). Ewan teaches on the Education Doctorate; the MA in Education; and undergraduate education programmes. Ewan is interested in humanist learning and educational leadership across educational settings. Ewan has published a number of books on education and social work that reflect on the processes of pedagogy and educational leadership.
PhD, Social Science, University of Surrey
Award Date: 16 Apr 2002
Master, Social Science, Durham University
Award Date: 29 Jun 1990
Bachelor, Social Science, University of Kent
Award Date: 30 Jun 1987
External Examiner for the Education Doctorate., Queen's University Belfast
1 Oct 2018 → 1 Oct 2021
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NINE DTP: Northern Ireland and North East Doctoral Training Partnership
20/02/17 → 30/09/27
The focus on achieving results and the consequences for teachers in schools in England.Ingleby, E., 21 Feb 2023, In: Practice: Contemporary Issues in Practitioner Education. 24 p.
Research output: Contribution to journal › Article › peer-review
The advantages of visual methods in exploring hidden subjectivities in post-compulsory education.Ingleby, E., Currie, G. & Williams, R., 1 Jul 2022, In: Research in Post-Compulsory Education. 27.2, 1, p. 1-12 12 p., 27.2.
Research output: Contribution to journal › Article › peer-reviewOpen AccessFile6 Downloads (Pure)
Neoliberalism Across Education: Policy And Practice From Early Childhood Through Adult LearningIngleby, E., 4 Jul 2021, 1 ed. London: Palgrave Pivot. 171 p. (Palgrave Studies on Global Policy and Critical Futures in Education; vol. 1, no. 1)
Research output: Book/Report › Book
EditorialIngleby, E. & Hoath, L., 2 Mar 2020, In: Practice: Contemporary Issues in Practitioner Education. 2, 1, p. 1-3 3 p.
Research output: Contribution to journal › Article › peer-reviewOpen AccessFile18 Downloads (Pure)
‘Real’ formative assessment? An exploratory study of simulated learning in the post-compulsory radiography curriculumHedges, C., Ingleby, E. & Cosson, P., 9 Oct 2020, In: Research in Post-Compulsory Education. 25, 3, p. 279-294 16 p.
Research output: Contribution to journal › Article › peer-reviewOpen AccessFile69 Downloads (Pure)