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Current Postgraduate Research Students

Brett Bligh supervises 54 postgraduate research students. If these students have produced research profiles, these are listed below:

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Dr Brett Bligh

Senior Lecturer

Brett Bligh

County South



Tel: +44 1524 592863

Research overview

Brett Bligh is a Senior Lecturer (Associate Professor) in the Department of Educational Research, Lancaster University, and Co-Director of the Centre for Technology Enhanced Learning. His research interrogates issues of technology and institutional change in post-compulsory education. He prioritises Activity Theory conceptions of human practice and interventionist methodologies when addressing these issues.

PhD supervision

My research concerns post-compulsory education. I wish to deal with PhD proposals focussed on universities, colleges and other sites of post-compulsory education. I have an interest in work-based learning, though my scholarship is less established in that area. I do NOT wish to supervise PhD projects examining compulsory education (K-12) settings and simply will not consider proposals for such projects. I am interested to supervise proposals that use activity theory to frame the work. I am particularly interested in proposals that use the Change Laboratory or other related interventionist research designs. I am fairly unlikely to consider proposals that do not use activity theory at all.


Particular strands of Brett’s current work include digital transformation in post-compulsory education; understanding technology in education through an activity-theoretical lens; and research-interventionist methodologies built on activity theory, such as the Change Laboratory.

He is currently

Additional Information

PhD students completed

  • Dave Gatrell – Designing and implementing video-based peer feedback tasks to develop communication skills in a Hong Kong higher education institution: An analysis of sociocultural re-mediation through collaborative formative intervention (2024 graduation)
  • Vlad Chiriac – The shadow learning landscape of paramedic student experiences: A complexity sensitized exploration of the learning-technology-spaces intersection (2023 graduation)
  • John Scahill – Concept development and transformative agency in the forging of a campus sustainability statement: Insights from a Change Laboratory research-intervention (2022 graduation)
  • Michael Lower – Communities of inquiry pedagogy and consequential transitions in professional education: An action research project in an undergraduate law course (2021 graduation)
  • Salman Usman – Using the Pomodoro Technique® to help undergraduate students better manage technology-based multitasking during independent study: A design-based research investigation (2021 graduation)
  • Elaine Pattison – In-service teachers as relational and transformative agents: A study of primary school teachers' professional learning during a Change Laboratory formative intervention (2021 graduation)
  • Ioana Hartescu – Project-based learning and the development of students’ professional identity: A case study of an instructional design course with real clients in Romania (2020 graduation)
  • Meg Westbury – Academic librarians' Twitter practices and the production of knowledge infrastructures in higher education (2020 graduation)
  • Ravindra Prasad – Mobile learning for sales and service personnel: Case studies in the corporate training environment (2020 graduation)
  • Catherine Hasted – Humanities doctoral education for a relational future: A Change Laboratory research intervention (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 (2019 graduation)
  • Tan Thinh Nguyen – A study of students' conceptions of networked learning in a developing country setting (2017 graduation)
  • Hans Lambrecht – Tackling low learning outcomes in South Africa: The contribution from informal mobile learning (jointly supervised with Don Passey) (2015 graduation)
  • Brett Bligh – Formative computer based assessment in diagram based domains (supervised by Colin A. Higgins) (University of Nottingham, 2007 graduation)

Current PhD students (working titles)

  • Talal Alquraini – Faculty perceptions of motivation to conduct research in colleges of technology in Oman
  • Darren Blanch – Participatory action research and the structural transformation of schools in the wake of the Covid crisis
  • John Brindle – Inclusion and the space between: Making sense of inclusive practice as a third space professional
  • Lina Daouk – Blended learning pedagogy and networked learning communities in a higher education institution in the United Arab Emirates
  • Reza Estehardi – Trainee English teachers' experiences in online Cambridge CELTA  courses: An activity systems analysis
  • Amon Ezike – Student perceptions of self-organisation in online higher education settings
  • Amanda Gorrell – Transformative agency in higher education digital transformation initiatives
  • Irene Hayden – Evaluation of the design and use of applied visual interactive resources for building regulation subjects in higher education Built Environment programmes
  • Abedelaziz Khalil – Collaboration and the construction of open educational practice in an Open University in Palestine
  • Suresh Krishnasamy – Using developmental evaluation to guide a virtual field trip innovation for experiential learning in undergarduate agricultural education
  • Al Francis Librero – Community building and student engagement in online undergraduate degrees
  • Freddrick Logan – Changing corporate sector training provision in remote working scenarios
  • Sophia Mavridi – International student uses of AI tools in higher education institutions
  • Ian McGowan – Investigation of the effectiveness of a social-interactional constructivist learning model: Knowledge building findings from a higher education networked learning environment
  • Maxine Minton – The influences of simulation fidelity and realism upon professional identity formation within medical education
  • Creck Buyonge Mirito – Academics' and students' experiences of physical learning spaces in Kenyan higher education institutions
  • Dina Mohamed – Instructors' perspectives regarding their continual use of blended learning courses in higher education institutions in the United Arab Emirates
  • Dale Munday – The place of the VLE in the digital ecosystem of university teaching and learning
  • Pani Nikolaou – Revisiting logistics education: Co-design of a framework for a future-oriented logistics curriculum
  • Regina Obexer – Developing transformative agency for integrating sustainability into higher education: A Change Laboratory research-intervention
  • Nickanor Owuor – The imperative of non-violent student activism: an activity theory perspective on the student movement in Kenya
  • Nick Rea – Reframing technology adoption in higher education: An actor-network theory analysis
  • Fiona Redmond – The co-design of an outreach initiative to attract females into higher education computer science
  • James Reid – Shifting scholarly habitus in a Japanese university: CLIL principles and transmedia learning strategies for epistemic fluency and academic biculturalism
  • Yurou Song – Using a Change Laboratory intervention to re-imagine interprofessional teaching collaboration in online adult English education using intelligent technologies
  • Chris Tuffnell – Blended by design: Exploring the role of educator professional development in explicit learning design for the implementation of blended learning
  • Josephine Van-Ess – Innovation and interactivity in higher education teaching and learning: Teacher and student experiences
  • Jinchen Wang – Student motivation and experiences on international branch campuses

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