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Current Postgraduate Research Students

Brett Bligh supervises 49 postgraduate research students. If these students have produced research profiles, these are listed below:

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Dr Brett Bligh


Brett Bligh

Lancaster University

County South



Tel: +44 1524 592863

Research overview

Brett Bligh is a Lecturer in the Department of Educational Research, Lancaster University, and co-Director of the Centre for Technology Enhanced Learning. His research interrogates the nexus of technology mediation, physical environment, and institutional change in higher education. Brett’s work prioritises Activity Theory conceptions of human practice, and interventionist methodologies.

PhD supervision

I am interested in research proposals that investigate the connections between our material surroundings, the technologies that permeate them, and the ways we act, think and learn. Such proposals might focus on technology and/or policy. Some indicative examples of suitable areas: participative design of learning spaces; pedagogically-informed institutional evaluation of campus infrastructure; investigations of how learners experience spaces; use of ubiquitous technologies (from mobile devices to wall-sized screens) to support large and small-group teaching and learning. I am also interested in Activity Theory, either to underpin the kinds of research already described, or as an area of inquiry in its own right. I am interested in projects that investigate aspects of the theory itself, or use the Change Laboratory methodology (or variants of it).


Brett conducts research into the connections between our material surroundings, the technologies that permeate them, and the ways we act, think and learn.

Much of his research concerns adult learners, and particularly the Higher Education sector. Recurring interests include how educational institutions design and evaluate their built environment estate to support opportunities for learning, how Universities attempt to expand and replicate their institutional forms in other countries (for example, by establishing international branch campuses), how Universities might change as a result of initiative 'from below' generating expansive learning, and how technological tools can support learners’ collaboration. More general interests include Activity Theory, the Change Laboratory methodology, and collaborative learning.

He is currently

In 2012 he co-authored Nesta's Decoding Learning report, and was previously a member of the EU's "STELLAR" Network of Excellence for Technology Enhanced Learning. In 2010, as part of the Visual Learning Lab, he was awarded a Lord Dearing Award for innovation in teaching and learning.

Additional Information

Current PhD students

  • Talal Alquraini – Faculty perceptions of motivation to conduct research in colleges of technology in Oman
  • Jerome Chan – A comparative study of blended learning practices in legal education in the UK and Malaysia
  • Vlad Chiriac – Paramedic student perspectives regarding networked learning and physical spaces in medical education
  • Ioana Hartescu – Exploring students' experience of project-based learning in an instructional design course
  • Irene Hayden – Evaluation of the design and use of applied visual interactive resources for building regulation subjects in higher education Built Environment programmes
  • Freddrick Logan – Working Remotely Today: Exploring the productivity, perceptions and participatory positions of para-academics
  • Michael Lower – Using Blackboard to create a community of inquiry on an undergraduate land law course
  • Shane McMordie – The institutional evaluation of virtual learning environments in higher education
  • Creck Buyonge Mirito - Academics' and students' experiences of physical learning spaces in Kenyan higher education institutions
  • Nickanor Owuor – The imperative of non-violent student activism: an activity theory perspective on the student movement in Kenya
  • Elaine Pattison – An investigation of factors influencing the approaches to learning of trainee teachers
  • Ravindra Prasad – Is mobile learning effective? Case studies in the corporate training environment
  • James Reid – Shifting scholarly habitus in a Japanese university: CLIL principles and transmedia learning strategies for epistemic fluency and academic biculturalism
  • John Scahill – Using the Change Laboratory to embed Education for Sustainable Development into higher education praxis
  • Rob Shaw – The Change Laboratory as a tool for collaborative transformation of e-portfolio usage within an Adult Nursing programme
  • Salman Usman – The convergence of learning and leisure spaces: How can learners effectively manage online learning?
  • Josephine Van-Ess – Innovation and interactivity in higher education teaching and learning: Teacher and student experiences
  • Julie Wallace – Networkable Me: A socio-material exploration of interactions in learning spaces in a higher education context
  • Meg Westbury – More than faces and spaces: Academic librarians’ social media practices and the production of knowledge in the university

PhD students completed

  • Catherine Hasted – Humanities doctoral education for a relational future: A Change Laboratory research intervention (December 2019 graduation)
  • Philip Moffitt – Transformative agency for the collaborative and future-oriented redesign of activity in Military Higher Education: Empowering participants to change their boundary-crossing technology enhanced learning (December 2019 graduation)
  • Tan Thinh Nguyen – A study of students' conceptions of networked learning in a developing country setting (December 2017 graduation)
  • Hans Lambrecht – Tackling low learning outcomes in South Africa: The contribution from informal mobile learning (jointly supervised with Don Passey) (December 2015 graduation)

Current teaching

Previous teaching


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