Huddersfield Centre for Research in Education and Society (HudCRES)
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Our Research
Delivering the internationally excellent educational research recognised in the 2014 REF is integral to our excellent reputation for developing professionals for all sectors of education and related professions. Our research activities have a collaborative approach and are organised through our overarching ‘Huddersfield Centre for Research in Education and Society’ (HudCRES) and its three research groups: Policy; Professional Identities and Pedagogies.
HudCRES holds regular public lectures and seminars, as do the research groups, with research engagement with policy-makers and practitioners in the region being a vital part of our Research Impact strategy. This close relationship with policy-makers and educational practitioners is reflected in much of the School’s externally-funded research activity.
We provide a supportive and stimulating environment for postgraduate research students from a wide range of professional and cultural backgrounds, as shown by our strong results in the ‘PRES’, the regular international survey of Postgraduate Research student satisfaction with their research student experience. We offer the opportunity to study at PhD, EdD and Masters by Research level.
This research activity has been supported by external funding from a variety of sources, including grants from bodies such as The Gatsby Foundation, The Leverhulme Trust and the Joseph Rowntree Foundation, as well as funding from local authority partners in the region. It has established a reputation for the delivery of world leading and internationally excellent educational research, as demonstrated by the recent REF, where a substantial proportion of the School's research activity (entered in Unit Of Assessment 25: Education) was deemed to be of international importance in terms of its originality, significance and rigour, with much of it representing quality that is both excellent and world-leading. We performed particularly well on Research ‘Impact’, reflecting the close relationship between our research and educational policy and practice.
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Policy This group focuses on critical analysis and empirical investigation of how educational policies, institutions and structures impact on and are experienced by children, young people and adult learners in both formal and informal settings. In particular, it involves analysis of how educational policies are understood, experienced and mediated by policy-makers and practitioners. This includes a historical as well as contemporary dimension. |
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Pedagogies
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Professional Identities |