School of Social Science and Public Policy
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- Aneta Hayes
Dr Aneta Hayes
|Title:||Lecturer in Education|
|Phone:||+44 (0) 1782 733556|
|Role:||Education Programme Director
Assessments, QA and EC Officer for Education
|Contacting me:||Phone or email|
I have been at Keele since 2015. Prior to joining Keele, I worked in higher education in Bahrain and in primary and secondary education. In 2013, I received a PhD in Education from Exeter University. I also have an MA in English Philology, BA in Teaching English as a Foreign Language, PGCE, PGCert in Professional Studies in Education and I am a fellow of HEA.
I am interested in the following research areas:
Theme: Higher education markets, international policy borrowing, the scope and nature of HE business. Within this theme, I focus on:
• priorities that drive HE developments internationally.
• What capitals are being produced?
• How do priorities that drive HE investment affect the role of international input.
• Theoretically, this work is located in temporalities and spatialities of higher education policy making.
Theme: Critical Policy Studies, political frameworks. Within this theme, I focus on:
• Marginalisation of international students in British HE policy – from the political and historical perspective.
• The role of policy representations of international students in their HE experiences.
• Most recently, the TEF as an opportunity for greater equivalence of international students.
Theme: Migration and minority communities: This is a new area of research I am developing, focusing on:
• Immigration from the EU.
• Issues of identity and belonging of EU children in schools.
• Impact of stereotyping about EU migrants on education experiences of ‘white’ and ‘non-white’ minority students.
• Issues of attainment.
• Issues of policy and practice associated with the above.
Full Publications List show
“Liberating the ‘oppressed’ and the ‘oppressor’: A model for a new TEF metric, internationalisation and democracy”. Educational Review. full text>
Nation boundedness and international students’ marginalisation: what’s emotion got to do with it?. International Studies in Sociology of Education. full text>
'We loved it because we felt that we existed there in the classroom!’ International students as epistemic equals vs. double country oppression. Journal of Studies in International Education. full text>
Great Expectations or Great Outcomes? Exploring the context of English language policy transfer in Bahrain. In Writing Research and Pedagogy in the MENA region (in press). Parlor Press/WAC Clearinghouse’s, USA. full text>2015.
Monitoring Students' Engagement with an Online Course: Reflections and Implications for Practice. In Innovations in Technology Enhanced Learning. Cambridge Scholars Publishing.2014.
DEVELOPING A CONCEPTUAL MODEL FOR UNDERSTANDING INTERNATIONAL STUDENTS’ ENGAGEMENT WITH ASSESSMENT IN HIGHER EDUCATION. THE IMPORTANCE OF INSTITUTIONAL PROFILES.2015.
‘Turning Points': Exploring how International Students adjust to assessment in higher education.
EDU - 10068 Digital Technologies: Rethinking Learning and Teaching
EDU – 10072 Too Poor to Learn? Poverty, Education and Social Policy
EDU - 30073 Education, Work and Identity
EDU – 30072 Race, Politics and Education
I would welcome projects from prospective research students interested in higher education markets, international policy borrowing, the scope and nature of higher education business, international schools, exclusion/ inclusion of international students, critical policy studies, issues of identity and belonging of Eastern European children in schools, racialisation of Eastern European pupils.
Current Research students:
Kareema, A. (2017). Principal Leadership Styles – An investigation of principal leadership styles in high academic performance of selected international Schools in Saudi Arabia (lead supervisor).
Bhattacharjee, A. (2018 start) What drives investment in private higher education market in Bangladesh (second supervisor).
Maciag, A. (2017). A comparative study of Reaching Algebra Readiness (RAR) between England and Poland (lead supervisor).
Kinsella, S (2016). In the shadow of globalisation: East African teacher trainees navigating the tensions between the local and the global (lead supervisor).
Marsh, M. (2016). Managing socio-cultural tensions in the classroom: teacher perspectives on culturally adaptive teaching in an international school in Thailand. (lead supervisor).