Roger is Professor of Education with a research profile in the two fields of English in Education and higher education pedagogy and employability. He supervises research students on PhD and EdD programmes in the Oxford Brookes School of Education.
Before developing his career as an educationalist, Roger was a Lecturer in the Faculty of English Language and Literature at the University of Oxford (1997-2004) and Tutorial Fellow in English at St Hugh's College, University of Oxford (2001-04).
Roger is also a Brookes Teaching Excellence Fellow and a Principal Lecturer for Student Experience. He is a member of the British Educational Research Association (BERA), the National Association for the Teaching of English (NATE), the Philosophy of Education Society of Great Britain, and a Principal Fellow of the Higher Education Academy.
Teaching and supervision
- On the Foundation in Humanities, Roger is Module Leader for HUMS3003 Language, Vision and Representation.
- On the BA (Hons) English Language and Linguistics, Roger is Module Leader for LANG4008 Understanding Language 1: History, Sound and Structure.
- On the MA Education, Roger teaches on: EDUC7002 Dissertation and EDUC7016 The Inclusive Curriculum.
- On the Doctorate in Education, Roger teaches on EDUC7050 Learning, Culture and Society.
Roger has supervised the following Phd research studentships:
- Goodman-Brown, J.,‘Health visitor students' perceptions of their professional identity’, Oxford Brookes University, 2020.
- Kitchener, M. ‘Supporting Academics’ Full-time Transition from Professional Practice to University: A Qualitative Study', Oxford Brookes University, 2020.
- Loewenthal, J.L., ‘Aspirations of university graduates: an ethnography in New York and Los Angeles’, Oxford Brookes University, 2020.
- Ulett, E., ‘Spiritual Wellbeing in Healthcare: A Critical Realist Investigation into General Practice Nurses’ Perceptions and Practices’, Oxford Brookes University, 2020.
- Chalmers, H. Leveraging the L1: The role of EAL learners’ first language in their acquisition of English vocabulary', Oxford Brookes University, 2019.
- Gillespie, S, Giving students a voice: developing a holistic approach to facilitate and promote student nurses' success and retention in England', Oxford Brookes University, 2017.
- Lin, X. ‘A Web-based Approach for Adaptive Assessment’ (Buckinghamshire New University, 2011).
- Stepanyan, K. ’The Use of Social Software to Support Collaborative Processes of Undergraduate Learning’, Buckinghamshire New University, 2010.
As an educationalist:
- Roger is supervisor to 8 research students (Director of Studies for five) in the areas of curriculum evaluation, HE learning environments; student experience, and pedagogy for employability. He has supervised four successful and timely completions since 2012.
- He has undertaken contracted and funded educational research for Advance HE, the British Council, the Higher Education Academy, the Oxford Deanery, Health Education Thames Valley, and the Queen's Nursing Institute.
- He is Senior Fellow of the Higher Education Academy and member of the British Educational Research Association. Recent publications include Enhancing Graduate Employability: A Case Study Compendium, ed. Norton and Dalrymple, Advance HE: 2020.
As an English scholar:
- Roger has published extensively on English Language and Literature from the late medieval to the Edwardian period including the monograph Language and Piety in Middle English Romance (2000); editorship of the journal Arthurian Literature (2002-05); the critical reader Middle English Literature (2004); and the monograph Crippen: A Crime Sensation in Memory and Modernity (2020).
- His next book on Detective Narratives and Literary Education will appear in 2022 in Routledge's Literature and Education series.
Projects as Principal Investigator, or Lead Academic if project is led by another Institution
- QAA Collaborative Enhancement Project (led by OCSLD) (19/04/2021 - 31/07/2022), funded by: Quality Assurance Agency, funding amount received by Brookes: £0
Finch J, Schaub J, Dalrymple R, 'Projective Identification and the Fear of Failing: Making Sense of Practice Educators' Experiences of Failing Social Work Students in Practice Learning Settings'
Journal of Social Work Practice: Psychotherapeutic Approaches in Health, Welfare and the Community 28 (2) (2014) pp.139-154
ISSN: 0265-0533 eISSN: 1465-3885Abstract Published here Open Access on RADAR
Stepanyan K, Mather R, Dalrymple R, 'Culture, role and group work: A Social network analysis perspective on an online collaborative course.'
British Journal of Educational Technology 45 (4) (2014) pp.676-693
ISSN: 0007-1013 eISSN: 1467-8535Abstract Published here Open Access on RADAR
Dalrymple R, Kemp C, Smith P, 'Characterising work-based learning as a triadic learning endeavour'
Journal of Further and Higher Education 38 (1) (2014) pp.75-89
ISSN: 0309-877X eISSN: 1469-9486Abstract Published here Open Access on RADAR
Schaub J, Dalrymple R, 'Surveillance and silence: new considerations in assessing difficult social work placements'
Journal of Practice Teaching and learning 11 (3) (2013) pp.79-97
ISSN: 1759-5150Abstract Published here
Memberships of professional bodies
- Member of the British Educational Research Association (BERA)
- Member of the National Association for the Teaching of English (NATE)
- Principal Fellow of the Higher Education Academy (PFHEA)
- HE Member of the Quality Assurance Agency's Access Licensing and Recognition Committee
- MA Leadership and Management in Education (Distinction) Buckinghamshire New University, 2008.
- PGCE Post-Compulsory Education (Distinction) University of Reading, 2005.
- PG Diploma Learning and Teaching in Higher Education (Distinction) University of Oxford, Department of Education Studies, 2000.
- Doctor of Philosophy, English University of Oxford, St Peter’s College (British Academy Studentship), 1997.
- Master of Philosophy, English University of Oxford, St Peter’s College (British Academy Studentship), 1994.
- BA (Hons) English (1st Class Hons) University of London, Goldsmiths’ College, 1992.