The University of Sheffield
The School of Education

Dr Alan Skelton, B.Ed., M.Phil., Ph.D

Senior Lecturer

Photo of Alan Skelton



Tel: (+44) (0)114 222 8120
Fax: (+44) (0)114 279 6236
Email: a.m.skelton@Sheffield.ac.uk
Room:6.08






Research interests

Alan undertakes critical research investigations within the field of higher education which focus on four main areas of enquiry: teaching excellence; inclusive learning environments; assessment in higher education and teaching and learning in health care settings. He has carried out an ESRC-funded study of teaching excellence in higher education which involved evaluating the National Teaching Fellowship Programme. This study informed two subsequent books published by Routledge (see below) – the second providing an international dimension on the study of teaching excellence and related policy initiatives in higher education. Alan´s recent work involves looking at the formation of `teaching identities´ within research-led institutions. His research interests are directly related to the programmes on which he teaches (see below).

Teaching and Learning

Alan´s teaching is informed by critical pedagogy and he contributes to a range of programmes within the Department of Educational Studies (eg M.Ed Teaching and Learning in Higher Education, the EdD in Higher Education & Lifelong Learning; the EdD in Educational Studies). Alan directs MTLHE which is a Continuing Professional Development programme primarily for staff at the University of Sheffield. This programme has been recently accredited by the Higher Education Academy (until 2015) who have described it as `excellent…pioneering…a leader in the field´. The pedagogical approach adopted on MTLHE is `critical inter-disciplinarity´ – a way of learning from the similarities and differences between disciplinary constructions of teaching (eg the epistemologies and ontologies that underpin disciplines and their ways of seeing the world, the purpose of universities and their approaches to pedagogy). This allows MTLHE participants to question deeply-held pedagogical assumptions and develop a robust personal standpoint on teaching and learning in HE. Alan has been a Departmental Learning & Teaching Advocate and co-ordinates the Higher Education Learning Pathway (an integrated set of professional development opportunities from certificate to doctoral level) for staff at the University of Sheffield.

Activities

Publications

Skelton, A. (2012) Colonised by Quality? Teacher identities in a research-led institution. British Journal of Sociology of Education, 33: 6; 793-811.

Skelton, A. (2012) Value conflicts in higher education teaching. Teaching in Higher Education, 17: 3; 257-268.

Skelton, A. (2012) Teacher identities in a research-led institution: in the ascendancy or on the retreat? British Educational Research Journal, 38: 1; 23-39.

Skelton, A. (2007) (Ed) International Perspectives on Teaching Excellence in Higher Education, Routledge. Abingdon: Routledge.

Skelton, A. (2007) Excellent idea in theory. Times Higher Education Supplement, 16 November.

Skelton, A. (2007) Mr Brown, please balance our cultural capital. Times Higher Education Supplement, 13 July.

Skelton, A. (2007) Democratising excellence. Academy Exchange, 7: 17-19.

Skelton, A. (2005) Understanding Teaching Excellence in Higher Education: towards a critical approach. Abingdon: Routledge.

Skelton, A. (2004) Understanding ‘teaching excellence’ in higher education: a critical evaluation of the National Teaching Fellowship Scheme. Studies in Higher Education, 29: 451-468.

Skelton, A. (2003) Promoting teaching excellence through fellowship schemes: three important issues to consider. Medical Education, 37: 188-189.

Skelton, A. (2002) Towards inclusive learning environments in higher education? Reflections on a professional development course for university lecturers. Teaching in Higher Education, 7: 193-214.

Higgins, R., Skelton, A., & Hartley, P. (2002) The conscientious consumer: reconsidering the role of assessment feedback in student learning. Studies in Higher Education 27: 53-64.

Funded research projects

`Understanding Teaching Excellence in Higher Education: A Critical Evaluation of the National Teaching Fellowship Scheme´; funded by the ESRC. March 2001-February 2002.

Research Students

PhD

Sam Agyeman – the development and exploration of a co-evolutionary theory of teaching and learning.

Maha Bali – critical thinking at a Liberal Arts University in Egypt.

Roong Sairoongsj – a critique of neo-liberal higher education policy and governance in Thailand.

EdD

Kirsty Arkinstall – a critical discourse analysis of the Workforce Reform Strategy in FE and the `Professionalisation´ agenda.

Iona Burnell – a study of progression from FE to HE, focusing on learner experiences and perspectives.

Julie Newton – a critical exploration of the concept of Quality in higher education and its adoption at Patrick James University.

Sally Underwood – an exploration into nursing within higher education and `grey knowledge´.

Recent research students

Andrew Pilkington – a study exploring institutional racism in higher education.

Michael Aquilina – an investigation into curriculum change in physical education in Maltese primary schools.

Catherine Koch - a case study which considers the introduction and impact of an action research approach to improving institutional quality of teaching and learning.

John McNicol - The impact of lifelong learning opportunities on offenders and ex-offenders.

Nick Allsop – the dissemination of `good practice´ in teaching and learning across different sectors of education.