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BA (Hons), MA, PhD
Business and Management
Oxford Brookes Business School
+44 (0) 1865 488350
CLC G.14 Headington
Elaine's research interests include leadership development, adult learning, cognitive and life-course development, continuing professional development, coaching, mentoring, and research methodologies.
Elaine has a comprehensive knowledge of research approaches and methods and her previous research projects have focused upon the development of emotional strength through coaching; the relationship between philosophy and coaching and the issues arising in reciprocal peer coaching.
Elaine also supervises and examines students at Doctoral level and welcomes applications from students wishing to study the coaching or mentoring interaction.
Elaine is currently co-authoring two books, 'Brave Leadership in Action' and 'Researching Coaching', which will be published in 2019. She is also the founding editor of the International Journal of Evidence Based Coaching & Mentoring.
This is your student guide to research in the field of coaching. It answers your questions about doing research and explores the challenges and opportunities presented by different ways of doing research specifically in coaching. An ideal introduction for trainees and practitioners looking to understand the what, the why, and the how of coaching research.
Leadership Coaching offers a new model of coaching for leadership development. It explains how the brave model extends existing leadership theories, and includes specific coaching processes and sense-making techniques to allow the reader to understand how the model would work in practice.
The book begins by asking why it is important for leaders to be brave. It provides an overview of existing leadership theories, and their limitations, as well as introducing the brave coaching approach and the elements that comprise the model. The book includes practical case studies that provide insights into the range of applications for the brave leadership coaching framework.
Based on academic research, and written in an accessible scholarly style, this book shows how coaching can assist in decision making, leading to a different, braver form of personal and corporate leadership. It should be of interest to students of management, leadership, coaching and mentoring, as well as professional coaches and leaders.
Relationship Coaching provides a comprehensive guide to coaching to achieve relationship success and enrichment in three main areas: to help single people to form and secure stable relationships, to assist couples seeking to enhance their relationship and to support parents looking to improve their relationships with their children.
Yossi Ives is an experienced relationship coach and Elaine Cox is an expert on developmental coaching approaches. They explain how the fundamental elements of coaching are customised and adapted to meet the needs of relationship enhancement. The book introduces specific coaching theories, processes and techniques through the use of practical case studies, which provide insight into a range of applications and contexts, and introduces new ways of approaching marriage and singles coaching.
Relationship Coaching combines an accessible, practicalguide with a strong theoretical underpinning. It will be an essential guide for coaches, counsellors and students, as well as other professional helpers including social workers and ministers.
This book offers a comprehensive, practical guide to goal-focused coaching. Addressing a significant gap in the literature, Ives and Cox contextualize goal-focused coaching within the broader coaching framework and explain the efficacy of this approach across a number of contexts and applications.
The book draws on behavioral science, rather than humanistic psychology, to provide a well-researched, evidence-based guide that includes:
A detailed examination of the theoretical underpinnings of this approachA discussion of the skills, models and formats for goal-focused coachingCutting edge insights into barriers to coaching and managing the coaching relationshipSummaries, vignettes, references, and diagrams to aid learningGoal-focused Coaching will be of interest to students taking classes in coaching, as well as professional executive coaches.
This comprehensive guide to coaching explores a full variety of coaching theories, approaches and settings, and offers strategies for the reader to identify and develop a personal style of coaching. The book is divided into three parts: Part One explores the theoretical traditions that underpin the foundation for coaching such as cognitive-behavioural, Gestalt and existential -- Part Two covers applied contexts, formats or types of coaching such as life, executive, peer, team and career coaching -- Part Three focuses on professional issues that impact the coach such as ethics, supervision, continuing professional development, standards and mental-health issues.
Written by leading international authors, each chapter makes explicit links between theory and practice and generic questions will facilitate further reflection on the topic. There are also suggestions for reading, and short case studies. This is the first book to explore the differences between the theoretical perspectives of coaching and the links between these perspectives in relation to contexts, genres and media of coaching.
The Problem The interdisciplinary nature of the theoretical base of coaching creates practical approaches that are strongly influenced by organization-friendly theories, and fields such as counseling, psychotherapy, and philosophy. This eclectic use of theory creates uncertainty and sometimes leads to criticisms of coaching as being atheoretical and underdeveloped empirically. So, it is a difficult task for human resource development (HRD) professionals and particularly buyers of coaching to judge the relevance of numerous traditions of coaching and evaluate them for their HRD agenda.
The Solution We highlight the theoretical foundations of coaching and develop a structural analysis of coaching engagement to indicate the potential interplay between organizational and individual agendas and to help HRD professionals become better informed about the value of coaching in the context of wider HRD paradigms.
The Stakeholders HRD professionals, external coaches, internal coaches, and line managers who use a coaching approach, peer coaches, and leaders will benefit from the content of this article.
Traditionally there has been a tension between evaluation research and so-called pure research which has resulted in evaluation research seldom being recognized by the UK Research Assessment Exercises. The newly configured Research Excellence Framework (REF) will use similar criteria to judge research, notwithstanding the introduction of ‘impact’ to the assessment criteria. However, there are increasing numbers of academics employed in Higher Education who focus on evaluation studies as part of their work. This work, whilst providing the institution with valuable funding, draws them away from pure research and unless they can find ways to establish their credibility in terms of research publications, their careers may be affected. Drawing on the researchers' own experience of evaluation research, together with focus group data, this article is concerned with ways in which evaluation can be developed to become research that will be recognized by the academic community for REF purposes. The article explores the similarities between research and evaluation in relation to purpose, knowledge production, politics, objectivity, generalizability and confidentiality, and presents a number of recommendations to help academics use evaluation findings as research.
Coach training courses and postgraduate courses for coaches and coaching psychologists have grown in number considerably during the last decade. We are now more aware how important a role the self of the coach plays in their coaching practice. It is also widely accepted that not only the relevant knowledge but also the psychological development of coaches is of paramount importance in the process of becoming a coach. A number of theories that address the nuances of developmental processes in adulthood have become better known in the coaching field and accepted as helpful for working with coachees (Lawrence, 2017). However, very few authors write about developmental benchmarks for coaches and coaching psychologists (Bachkirova & Cox, 2007). In this chapter, we consider existing theories of individual development and suggest a developmental framework for coaches based on these theories that can be used in the context of coach education and training.
Elaine has a degree in Philosophy and Literature from the University of Warwick. In 1993 she gained an MA with distinction, also from Warwick in the area of Continuing Education. Following this she completed a PhD in the Department of Educational Research at Lancaster University. Her thesis focused on the motivation and training of mentors in a study entitled ‘Mentors: Born or Made?' Elaine also has a Postgraduate Certificate in Teaching in Higher Education.
She is currently the Director of the Doctor of Coaching and Mentoring Programme and Programme Lead for the Masters level coaching and mentoring programmes in the Business School.
She is also Editor of International Journal of Evidence-Based Coaching and Mentoring - http://business.brookes.ac.uk/ijebcm; and Chair of Oxford Brookes Coaching and Mentoring Society - http://business.brookes.ac.uk/research/areas/coaching-mentoring/obcams/