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Current Postgraduate Research Students

Brett Bligh supervises 51 postgraduate research students. If these students have produced research profiles, these are listed below:

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Dr Brett Bligh

Lecturer

Brett Bligh

Lancaster University

County South

LA1 4YL

Lancaster

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

My research mainly concerns the higher education sector. I mainly wish to deal with PhD proposals focussed on universities. I may consider other post-compulsory sectors (further education, workplace learning, etc.) if the project is otherwise very close to my research interests. 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 mainly 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 interventionist research designs. I am fairly unlikely to consider proposals that do not use activity theory at all.

Profile

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

PhD students completed

  • 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 transofmration of schools in the wake of the Covid crisis
  • 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
  • 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
  • Al Francis Librero – Community building and student engagement in online undergraduate degrees
  • Freddrick Logan – Working Remotely Today: Exploring the productivity, perceptions and participatory positions of para-academics
  • Shane McMordie – The institutional evaluation of virtual learning environments in higher education
  • 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
  • Dale Munday – The place of the VLE in the digital ecosystem of university teaching and learning
  • Nickanor Owuor – The imperative of non-violent student activism: an activity theory perspective on the student movement in Kenya
  • 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
  • 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

Current teaching

Previous teaching

 

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