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Personal profile

Supervisory Interests

I currently supervise doctoral students (PhD and EdD), and am interested in supervising new doctoral students, in the following areas:

Professionalism/professional identities/professional development and learning;

Higher Education pedagogy and policy;

Diversity and inclusion in Higher Education;

The development of learning and professional knowledge through postgraduate study.

I am a critical realist and welcome supporting research from that perspective. 

Research interests

My research builds on my interest in critical perspectives on education and learning with particular focus on the relationship between formal and informal learning in professional development and professionalism as well as the role of higher education in the professions.

My recent research has included work-based learning and the role of higher education in the 'professionalisation' of work roles, the role of HE in education policy such as academies and university technology colleges. Recently, I coordinated the university's contribution to a three-year Erasmus Plus-funded project, evaluating a five-country (UK, France, Holland, Germany and Spain) collaborative project aimed at improving primary teacher training through the inclusion of placements in primary schools in partner countries.

Scholarly biography

Having completed a comparison of youth training policy and pedagogy in France and England for an MPhil from the Institute of Education in 1985, , I went on to work in FE and training schemes for young unemployed in North London.  I joined the University of Brighton in 1996 working on part-time workbased programmes.  I was involved in the development of awards for primary teaching assistants wanting to progress into teaching and part of the programme team navigating the policy shifts with the introduction of Higher Level Teaching Assistant status and Foundation Degrees  and the introduction of fees which had a particularly devastating effect on part-time study in HE.  I completed my doctorate in 2008 an investigation into the role of Higher Education in Work-based learning for primary teaching assistants.  I was programme leader for the suite of awards in the work-based learning programme before becoming programme leader for the Professional Doctorate in Education in 2014. 

 

Fingerprint Fingerprint is based on mining the text of the person's scientific documents to create an index of weighted terms, which defines the key subjects of each individual researcher.

assistant Social Sciences
education Social Sciences
learning Social Sciences
university Social Sciences
Teaching Social Sciences
school Social Sciences
equivalence Social Sciences
teacher Social Sciences

Research Output 2000 2017

Beyond 'Entrepreneurialism of the Self': What it Means to be a Student in the Neoliberal University

Edmond, N., 1 Jan 2017, Negotiating Neoliberalism: Developing Alternative Educational Visions. Rudd, T. & Goodson, I. (eds.). Rotterdam, The Netherlands, p. 71-85 15 p. (Studies in Professional Life and Work).

Research output: Chapter in Book/Conference proceeding with ISSN or ISBNChapterResearch

Open Access
File
market mechanism
university
student
market
neoliberalism
Open Access
File
sponsorship
academy
university
education
market mechanism

Prisoner peer caregiving: a literature review

Stewart, W. & Edmond, N., 5 Apr 2017, In : Nursing Standard. 31, 32, p. 44-51 8 p.

Research output: Contribution to journalArticleResearchpeer-review

Prisoners
Prisons
Caregivers
Research
Population

Teacher Professional Learning Networks and the ‘politics of circulation’

Bragg, S. & Edmond, N., 15 Jun 2015, p. 0-0. 1 p.

Research output: Contribution to conferenceAbstractResearch

Open Access
File
politics
social media
teacher
learning
new media

Constructing the 'value' of HE: the performative use of 'equivalence' in the neoliberal university

Edmond, N., 1 Jan 2014, p. 0-0. 1 p.

Research output: Contribution to conferenceAbstractResearch

Open Access
File
equivalence
university
Values
labor
education