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"This is an excellent result for Education at Ulster. We are proud that they are ranked in the top 25 universities nationally for world-leading and internationally excellent research for outputs and joint 1st for research impact in the same category.
This demonstrates the valued contribution that their research makes to society nationally and internationally shaping the future of others through educational change."
How we did
Overall
An outstanding 83% of our research has been judged as world-leading or internationally excellent.
Research Impact
100% of our impact case studies have been judged as having outstanding or very considerable impacts in terms of their reach and significance.
The School of Education at Ulster is delighted to maintain its position as joint first in the UK for impact. This result reinforces our position as a leading voice on research in education and peacebuilding, informing, influencing and challenging debate on important contemporary policy issues.
Environment
87.5% of our research environment has been judged as being conducive to producing research of world-leading or internationally excellent quality and enabling outstanding impact, in terms of its vitality and sustainability
Our dynamic approach to research has fostered an environment that contextualises education as an agent of change nationally and globally and that is consistently innovative in locating our work as a response to sustainable social renewal.
Research Director
Unit of Assessment Coordinator
People Involved
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Our Team
Name Role Bates, J Dr Senior Lecturer Clarke, L Professor Professor of Education Furey, A Dr Lecturer in Psychology Hunter, A Dr Lecturer Irwin, T Dr Senior Lecturer McFlynn, P Dr Lecturer O'Connor Bones, U Dr Interim Research Director (Education) Reilly, J Dr Head of the Doctoral College (Belfast/Jordanstown) Roulston, S Dr Lecturer Shanks, K Professor Professor of Education - UNESCO Chair Skinner, B Dr Senior Lecturer Smith, A Professor UNESCO Chair
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"The quality of our research underlines its depth and breadth and its continuing relevance, not least the fundamental value of participative voice in developing positive educational change nationally and internationally."
Research Outputs
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View the outputs
- A place for fundamental (British) values in teacher education in Northern Ireland?
- Assessing the value of SCOTENS as a cross-border professional learning network in Ireland using the Wenger–Trayner value-creation framework
- Education and Ethno-Politics : Defending Identity in Iraq
- Education as site of memory: developing a research agenda
- Education for democratic citizenship in Malawian secondary schools: balancing student voice and adult privilege
- Education policies and teacher deployment in Northern Ireland: ethnic separation, cultural encapsulation and community cross-over
- FE and skills – is the ‘UK laboratory’ open for expansive policy learning?
- Finding the image: Using photos to give voice to teacher educator professional learning
- Integrated schools and intergroup relations in Northern Ireland: the importance of parents
- Interpretations of national identity in post-conflict Northern Ireland: a comparison of different school settings
- Isolated together: proximal pairs of primary schools duplicating provision in Northern Ireland
- Managerialism and teacher professional identity: impact on wellbeing among teachers in the UK
- Mapping teacher status and career-long professional learning: the Place Model
- School Choice and Conflict Narratives: Representative Bureaucracy at the Street Level in East Jerusalem
- School library staff perspectives on teacher information literacy and collaboration
- Teacher education in the United Kingdom post devolution: convergences and divergences
- Teacher Preparation in Northern Ireland: History, Policy and Future Directions
- Teaching Across the Divide: perceived barriers to the movement of teachers across the traditional sectors in Northern Ireland
- The 4Rs Framework: Analysing education’s contribution to sustainable peacebuilding with social justice in conflict-affected contexts
- The links between Equity, Governance, Education and Peacebuilding in Kenya
- The Politics of IDP Education Provision: Negotiating identity and schooling in the Kurdistan Region of Iraq
