1. Can ‘theory-building’ and ‘narrative- building’ make Higher Education research more policy-relevant? Eliel Cohen BA Sociology (2009); MA Education (2013); PhD (20??) Exploring the relationship between theory and narrative

2. UoSheffield: Developing HE in FE Colleges Uni of West London: WP in HE England Ox Brookes: Leadership of learning impact in FE/HE IOE:14-19 Ed. & Training Wolverhampton: Transforming teaching in HE Leeds Met: Strategic communication capability development Newcastle: Benchmarking regional contribution of unis. Glasgow Caledonian: Progression from SCHE to bachelor’s Lancaster: Calculating value of global HE Edge Hill Uni: Improving equity and outcomes in HE Open Uni: Shaping open education policy & practice agenda Liverpool Hope: Influencing HE policy through QA research Royal Holloway: Youth, citizenship, politics: social role of HE Sunderland: Research on assessment theory & practice in HE

3. Low-High Opportunity Progression Eco-system LOPE HOPE – self-sustaining logic based on devolution Ecology Model offers a new language to conceptualise: (i) relations between human power and governance in terms of inter- dependency and sustainability. (ii) complex dynamics of how national policy factors and macro- events - mediated by a range of agencies, providers and social actors - exercise powerful effects at the local level. IOE:14-19 ed. & training; 14+ PPT (Hodgson & Spours, 2013)

4. Context-contingent theory-building; operationalise concept of mentor within a narrative about what the role and requirements of TT in LLS. Problematising theory of mentoring: development-oriented relationship – like teaching? Mentees students & teachers. Professional identity? Underpinned by conceptualisation of disciplinary knowledge/pedagogy: Gov. conflates mentor roles (i) knowledge about teaching a subject / knowledge about the subject;(ii) mentoring / subject-specific pedagogy. Ox Brookes Westminster Centre for Excellence in Teacher Training: Leadership of learning impact in FE/HE. LLS (Eliahoo, 2009)

5. Wlv: Transforming teaching in HE. Inclusivity (Hockings, 2012) (i) support should be available to all;(ii) joined-up WP/equality/diversity policy across curriculum, teaching, support services & governance; (iii) inter-institutional diversity in learning/assessment (i)develop definitions of “academic (dis)engagement”, which were operationalised in model for promoting engagement (ii)work with HE managers, academic/non-academic staff, and students (iii)a range of HE settings with different student demographics Drew on theories of learning & knowing and habitus to explore implications of increased diversity for teachers’ & students’ conceptions of themselves, of each other, and of learning/teaching/ways of knowing, across disciplines.

6. UoWL: WP in HE; Stuart, Lido, Solomon et al. (2008, 2011) “The main narrative of this body of research stems from the team’s promotion of ‘belonging’ and ‘cultural capital “fit” measures’ and interventions for students.” (ICS) – Bourdieusian concepts & language Built upon and applied these notions in their own practices and “interventions” – led to being funded to host flagship HEA conference for practitioners and students. Research on WP to PG study begins to advance Bourdieusian theory, by testing the role of habitus and cultural/social capital in PG decision-making, and how it differs from UG level. Formed part of report to BIS.

7. Historical narrative & critical dialogue with theory: (i) models of elite- mass-universal HE (Trow, 1974) ; (ii) international comparative element (Trow 1989) ; (iii) (similarly to the ecology model) how multi-level interactions form (conflicting) roles of colleges (Dougherty et al. 2006, 2009) To investigate HE in multi-role colleges is to ask how, within national systems and global forces, expansion leads to localisation of HE (2013) To ask, in a comparative context, how societies organise post- secondary sectors & institutions is to explore underlying beliefs and assumptions shaping national policy & institutional behaviour. (2003) ‘insightful & critically interrogative’ analysis (Skills Funding Agency) ; ‘inject policy memory into public debates & decision-making’ (Policy Exchange) Sheffield: Developing HE in FE Colleges (Parry, 2003, 2013)

8. Eliahoo, R. (2009). Meeting the potential for mentoring in initial teacher education: mentors’ perspectives from the Lifelong Learning sector. Teaching in Lifelong Learning: a journal to inform and improve practice, 1(2), 64-75. Hockings, C., Brett, P., & Terentjevs, M. (2012). Making a difference— inclusive learning and teaching in higher education through open educational resources. Distance Education, 33(2), 237-252. Hockings, C., Cooke, S., & Bowl, M. (2008). Learning and teaching for social diversity and difference: ESRC End of Award Report. Hodgson, A., & Spours, K. (2013). Tackling the crisis facing young people: building ‘ high opportunity progression eco-systems’. Oxford Review of Education, 39(2), 211-228. OFFA. (2013). Synthesis report of roundtable discussions to inform the national strategy for access and student success. Parry, G. (2003). Mass Higher Education and the English: Wherein the Colleges? Higher Education Quarterly, 57(4), 308-337. Parry, G. (2013). Colleges and the governance of higher education. Higher Education Quarterly. Parry, G., Callender, C., Temple, P., & Scott, P. (2012). Understanding higher education in further education colleges. Skills Commission. (2010). Teacher training in vocational education. Stuart, M., Lido, C., & Morgan, J. (2011). Personal stories: how students’ social and cultural life histories interact with the field of higher education. International Journal of Lifelong Education, 30(4), 489-508. Stuart, M., Lido, C., Morgan, J., Solomon, L., & May, S. (2011). The impact of engagement with extracurricular activities on the student experience and graduate outcomes for widening participation populations. Active Learning in Higher Education, 12(3), 203-215. Stuart, M., Lido, C., Morgan, S., Solomon, L., & Akroyd, K. (2008). Widening participation to postgraduate study. Project report. Higher Education Academy grant 2006–07.

9. thea (θέα): view/seeing theoria, contemplation theory AND theatre gnosis ( γνῶσις ): knowledge gnarus: knowing narration – to let know