Dr Aneta Hayes

Title: Lecturer in Education
Phone: +44 (0) 1782 733556
Email: a.m.hayes@keele.ac.uk
Location: CBA1.059
Role: International Officer
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.

Selected Publications

  • Hayes AM and Findlow S. 2017. The role of time in policy making: a Bahraini model of higher education competition. Critical Studies in Education. doi> link>
  • Hayes A. Tacit rejection of policy and teacher ambivalence – insights into English language teaching in Bahrain through actors’ perceptions. TESOL Quarterly. doi> link>
  • Hayes AM. 2016. Why International students have been TEF-ed out?. Educational Review. doi> link>
  • Hayes AM. 2016. Deconstructing the ‘magnetic’ properties of neoliberal politics of education in Bahrain. Globalisation, Societies and Education. doi>
  • Hayes AM. 2016. Confidence in Knowledge Base of English Language Learners Studying Science: Using Agency to Compensate for the Lack of Adequate Linguistic Identity. Research in Science Education. doi>

Full Publications List show

Journal Articles

  • Hayes AM and Findlow S. 2017. The role of time in policy making: a Bahraini model of higher education competition. Critical Studies in Education. doi> link>
  • Hayes A. Tacit rejection of policy and teacher ambivalence – insights into English language teaching in Bahrain through actors’ perceptions. TESOL Quarterly. doi> link>
  • Hayes AM. 2016. Why International students have been TEF-ed out?. Educational Review. doi> link>
  • Hayes AM. 2016. Deconstructing the ‘magnetic’ properties of neoliberal politics of education in Bahrain. Globalisation, Societies and Education. doi>
  • Hayes AM. 2016. Confidence in Knowledge Base of English Language Learners Studying Science: Using Agency to Compensate for the Lack of Adequate Linguistic Identity. Research in Science Education. doi>
  • Findlow S and Hayes A. 2016. Transnational academic capitalism in the Arab Gulf:balancing global and local, public and private, capitals. British Journal of Sociology of Education. doi>
  • Hayes L A. 2015. The Role of Cultural Contexts in Research Design Decisions: Reflections on the Conflicting Study Results in the Bahraini Context. SAGE Open. doi>
  • Hayes L A. 2015. Understanding intercultural transitions of medical students. International Journal of Medical Education, vol. 6, 26-37. doi>
  • Hayes AM. Teaching Excellence Framework in the UK: an opportunity to include international students as ‘equals’?. Journal of Studies in International Education.

Chapters

  • Hayes L A. Adopting Western Models of Learning to Teaching Science as a Means of Offering a Better Start at University? The Impact of Socio-Cultural Factors: A Case of Bahrain.
  • Hayes AM and Mansour N. 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.
  • Hayes L AM. Monitoring Students' Engagement with an Online Course: Reflections and Implications for Practice. In Innovations in Technology Enhanced Learning. Cambridge Scholars Publishing.

Other

  • Hayes L AM. ‘Turning Points': Exploring how International Students adjust to assessment in higher education.
  • L Hayes A. DEVELOPING A CONCEPTUAL MODEL FOR UNDERSTANDING INTERNATIONAL STUDENTS’ ENGAGEMENT WITH ASSESSMENT IN HIGHER EDUCATION. THE IMPORTANCE OF INSTITUTIONAL PROFILES.

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).