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Research group co-leads: Mark Gibson and Gosia Sky
Our group focuses on the concepts of educational policy, partnerships and leadership and their practical implementations in educational institutions in a range of contexts. It brings together colleagues researching various sectors of education, including: HE, FE, secondary, primary, international, complementary, life-long learning, state, private etc. We aim to provide space within which knowledge, experiences, research findings, examples of good practice and new ideas are shared, and collaboration and opportunities are explored.
We are interested in working practices within institutions, the ways leadership and partnerships can influence policy and practice (and vice versa), and the processes involved in the construction and development of these. We investigate the resulting aspects of change, how it is managed in light of internal and external factors, and the impacts of this for those involved.
Souza, A. & Arthur, L. (forthcoming). CPD in complementary schools. Management in Education.
Gibson, M.T. (2020). Student intimidation, no pay and hunger strikes: the challenges facing Heads of Department in Bangladesh Colleges. Journal of Higher Education Policy and Management (published online 10/03/2020).
Gibson, M.T. & Simon, S. (2020). Losing your Head: Are principals attached to their school? Educational Management Administration and Leadership 48 (1), 25-44.
Bailey, L. & Gibson, M.T. (2019). International school principals: Routes to headship and key challenges of their roles. Educational Management Administration and Leadership (published online 29/10/2019).
Simon, S. & Gibson, M.T. (2019) Principal resilience and vitality in extremis: the scenario of involuntary occupational dissolution. International Journal of Educational Management 33 (4), 709-720.
McGregor, D. & Frodsham, S. (2019). Epistemic insights: Contemplating tensions between policy influences and creativity in school science. BERJ 45 (4), 770-790.
Gibson, M.T. (2018). Leadership preparation and development within a multi academy trust: self-improving or self-serving? Management in Education 32 (2), 92-97.
Basford, L., Butt, G. & Newton, R. (2017). To what extent are teaching assistants really managed?: ‘I was thrown in the deep end, really; I just had to more or less get on with it’. School Leadership and Management 37 (3), 288-310.
Gibson, M.T. (2016). Sponsored academy school principals in England: Autonomous leaders or sponsor conduits? International Studies in Educational Administration 44 (2), 39-54.
Gibson, M.T. (2015). Ethos and vision realization in sponsored academy schools. Management in Education 29 (1), 9-13.