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Evaluation of an immersive virtual learning environment for operator training in mechanical and plant engineering using video analysis

Immersive virtual reality (IVR) refers to computer-generated real-time, three-dimensional and interactive environments. Their use is associated with diverse potentials, such as spatially and...

The good, the bad and the ugly in higher education: Is there any hope for students?

It is an interesting time to be a student. Not a single day passes without newspaper and social media headlines echoing student concerns about the (mis)handling of the Covid-19 crisis on campuses,...

Understanding adult education in community contexts: The case of the homelessness sector

Third sector community organisations are important sites for learning, especially for the most excluded groups in society. However, little attention has been paid to the various factors shaping...

Can employers and schools harness employer engagement to improve diversity and inclusion?

Education, #BlackLivesMatter and racial justice in the UK and beyond

The call for diversity and inclusion has intensified in light of recent events of police racism in the United States, the death of George Floyd being the catalyst. Beyond the rhetoric of Black...

Situated professionalism and its influence on the university–school divide within initial teacher education

‘Would you do that in school?’ A question familiar to anyone who trains new teachers, but one without an easy answer. There often appears to be a divide between what trainees view as...

Aspiration and constraint in the post-COVID post-compulsory crisis

Online registration for this event has now closed, please email events@bera.ac.uk to register. Link to event recording #BERA_PostCompulsory Online event – pre-registration essential After...

Aspiration and constraint in the post-COVID post-compulsory crisis

After decades of uncertainty about the future of education and work, the global pandemic has further undermined old ideas about post-compulsory education as a route to well-defined occupations and...

Employer engagement with schools in Wales

Many young people leaving school will at some point enter employment. It is, therefore, important to examine how employers engage with the future workforce within secondary schools. Businesses may...

Time to consider a ‘career in education’, rather than a ‘teacher career’?

Although seminal teacher career models (Day, Sammons, Stobart, Kington, & Gu, 2007; Fessler & Christensen, 1992; Huberman, 1993; Sikes, Measor, & Woods, 1985) have established predetermined...

Making post-GCSE decisions during the Covid-19 crisis: The need for action

Covid-19, education and educational research

In the public debate about the impacts of the Covid-19 lockdown on education, much attention has understandably been given to concerns about disadvantaged children falling behind at school, and to...

Mike Seal

Professor of Education and Social Mobility

Mike is Professor of Education and Social Mobility at the University of Suffolk.  He leads on research on learning and teaching and widening participation. He was previously Reader in Critical...

Influencing student aspiration levels in FE and HE colleges: Does anybody care?

I am currently researching student aspiration levels at further and higher education colleges in England. Quaglia and Cobb (1996, 127) suggest that a student's aspirations can be defined as their...