Go to the Courses section
Go to the Research section
Go to the Consultancy section
Go to the Partnerships section
Go to the Staff and students section
Go to the About section
Welcome to our student profile pages where students past and present have shared their experiences of studying here at Oxford Brookes. Simply click though to the programmes you are interested in.
Thesis title: ‘The Edge of the Maze’: What are the causes and effects of increasing managerialism within the United Kingdom’s Further Education (FE) sector? A hermeneutical examination of the divide between educator and managerial thought.
Start year: 2018
This study aims to develop findings from my MA dissertation through focusing on the causes and resulting impacts of increasing supervisory–focused cultures within Further Education. This piece will utilise interpretivist and hermeneutical methods in order to examine the difference in thoughts/opinions of individuals employed in both teaching and managerial positions. An additional finding of prior MA research was the identification of a perceived ‘divide’ in thinking between front–line educators and those in managerial positions. The usage of interpretivist methods will allow for commonalties and differences between participants to be explicitly identified and discussed for potential meaning in the hope of the nature of this ‘divide’ being overtly outlined.
Direct experience of educational leadership and management combines with particular personal interest in this field. It is hoped that this study will contribute to literature surrounding educational leadership and management, helping to identify effective strategies for both groups of educational stakeholders to find common ground in an increasingly turbulent sector of education.
Management, Leadership, Teacher Training, Further Education, Career, Hermeneutics, Interpretivist, Values, Ethics
Hermeneutics, Interpretation, Cognitive Decision Making, Curriculum Development, Further Education, Teacher Training Programmes, Hidden Curriculum, Educational Psychology.