Prof Chris Atkin Profile Page

Fellow of the Royal Anthropological Institute (FRAI)

Fellow of the Higher Education Academy (FHEA)

Professor Chris Atkin's education qualifications include Certificate in Education (Further Education), Bachelor of Education (Hons.), Master of Arts in Learning and Teaching, Doctor of Philosophy (PhD).

Chris’ main research expertise lies in the policy and practice of post-school education and training; with a particular focus on rural communities. He has completed a range of research projects funded by the UK funding councils (ESRC, NERC), the British Academy, the Association of Commonwealth Universities, the National Research and Development Centre for adult literacy and numeracy (NRDC), Local Authorities and the Learning and Skills Council. His research has included both national and international comparative studies including ‘practitioner based’ enquiry with a range of educational stakeholders. He currently teaches on masters and doctoral programmes within the Faculty of Education. Chris has held academic posts at De Montfort University and since 1999 the University of Nottingham. Chris joined the Faculty of Education at Liverpool Hope University from Nottingham in January 2010.

His recent research has concentrated on the role of education in supporting the development of civil society (India and England) and rural communities (China and England). In parallel with these international comparative studies he has been working with a range of practitioners to support a series of first time researchers. Chris recently outlined his thinking on the future of continuing eduaction in his Inaugural Lecture, Literacies of power: a renaissance for adult education in trying times. To view the lecture please use the link: http://www.hope.ac.uk/news/events/distinguished-lectures

Areas of supervision expertise

Professor Atkin has supervised to successful completion a number of doctoral students over the last three years (PhD and EdD). Areas of supervision expertise include:

• Policy and practice in post-school education and training
• Rural education
• Adult literacy and numeracy
• Comparative education
• Sociology and education

Recent successful Doctoral students include:

Year 2010

• (EdD) Yau Tai Tung: Harnessing cognitive ability of children through the cultural meaning of architectual artifacts

Year 2009

• (EdD) Beverly Morris: Mentor training in the Voluntary and Community Sector
• (PhD) Chau Diem Lam: Academic staff development in private higher education institutions in Vietnam
• (EdD) Kwok Ka Yin: Information and guidance for adults returning to higher education in Hong Kong: a case study
• (PhD) Victoria Crane: The experiences of 14-16 year olds in England on the Increased Flexibility Programme: an ethnographic case study

Year 2008

• (EdD) Joseph Ayodele: Exploring the theory-practice gap: how adequately does the current training received by learning disability nurses prepare them for their role in the community. A qualitative case study.
• (PhD) Anne O’Grady: Choosing to Learn or Chosen to Learn: A qualitative case study of Skills for Life Learners
• (EdD) Cherri Ho: Intergenerational Learning in Hong Kong: a narrative inquiry

Year 2007

• (PhD) Anthea Rose: How can we characterise family literacy programmes in England, Ireland and Malta: a comparative case study
• (PhD) Maureen Coady: Enabling volunteer capacity in community health planning: A rural Canadian case study

• (PhD) Suaad Alshebou: A comparative study of University Continuing Education policy and practice. Case studies from Kuwait and England

Year 2006

• (EdD) David Nichol: Barriers and bridges to accessing online learning modules in mature nursing students

If you are considering registering for a doctoral programme at Liverpool Hope University please discuss your ideas with Professor Atkin or any member of academic staff at the University before making your application. For administrative advice on your application or to make an appointment with Professor Atkin please contact Chris Lowry on 0151 2913089 or e-mail lowryc@hope.ac.uk.

• Atkin, C. (Editor) (forthcoming) Education and Minorities. London: Continuum Press pp. 200
• Chung, J., Atkin, C. and Moore, J., (forthcoming) The rise and fall of the MTL: an example of European policy borrowing. European Journal of Teacher Education.
• Rose, A. and Atkin, C., 2011. Family literacy programmes: a comparative study of gender roles in England, Ireland and Malta. Journal of Early Child Development and Care. Vol. 181 No. 6 pp. 775-790
• Atkin, C., 2010. A Decade of Rural Research: what have we learnt about adult language, literacy and numeracy? International Education Studies. Vol. 3 No. 4 pp. 2 – 14
• Atkin, C., 2009. Literacies of power: A renaissance for adult education in an evolving world. Indian Journal of Adult Education, Vol. 70 No. 1, pp. 3 - 14.
• Cooker, L., Pemberton, R. and Atkin, C., 2009. Engaging migrant communities through Museums: Development and evaluation of ESOL learning materials at The Collection, Lincoln
• Atkin, C. and Morgan, J., 2009. Continuing Education in England: Policy, Provision and Trends. Weiterbildung: Zeitschrift fur Grundlagen, Praxis and Trends, 4, pp. 10-12.
• O'Grady, A. and Atkin, C., 2009. Skills for Life and Issues of Choice: A Study of Rural England. RaPAL Journal: Research and Practice in Adult Literacy, 68-69 (Summer 2009), pp. 40-48
• Morgan, W. J. and Atkin, C., 2008. Overcoming Social Exclusion. Modern University Education, 2, pp. 58-63.
• Atkin, C., 2008. Directions from School: Trajectories from School in Rural Lincolnshire. Saarbrücken, Germany: VDM Verlag pp. 217
• Atkin, C. and O'Grady, A., 2008. Skills for Life: has the need to support social cohesion been displaced by the drive for economic success? In: SHAH, S. Y., ed. International Perspectives on Adult and Lifelong Education. New Delhi: International Institute of Adult and Lifelong Education, pp. 57-74
• Atkin, C and Convery, A., ed., 2008. Adult learning in Lincolnshire and Rutland: voices from practice: Practitioner-led research projects. Vol. 2. Nottingham: UNESCO Centre for Comparative Education Research, University of Nottingham
• Rose, A. and Atkin, C., 2007. Strengthening home-school links through family literacy programmes: a comparative European case study. International Journal about Parents in Education, 1, pp. 340 - 349
• Atkin, C., Rose, A. and O'Grady, A., 2007. Evaluation of DfES materials for embedded learning. London: NRDC
• Rose, A. and Atkin, C., 2007. Family literacy in Europe: separate agendas? Compare: a journal of comparative education, 37(5), pp. 601-615
• Atkin, C., O'Grady, A., eds., 2007. Adult Learning in Lincolnshire and Rutland: voices from practice. UNESCO Centre for Comparative Education Research, School of Education, The University of Nottingham
• Rose, A. and Atkin, C., 2007. Strengthening home-school links through family literacy programmes: a European caste study. In: Phtiaka, H. and Symeonidou, S., ed. Schools and families in partnership: looking into the future. University of Cyprus, pp. 340-350
• Rose, A. and Atkin, C., 2007. Family Literacy Programmes in Europe: Do the children need to be there? RaPAL Research and Practice in Adult Literacy, 63, pp. 28 - 34

Current Funded Research Projects

•  2011/14 - Professor C. Atkin, Co-researcher (Professor Michele Clarke. Principal Investigator) 'Rural Hybrid Energy Enterprise Systems' Engineering and Pyhsical Sciences Research Council (EPSRC). Funded under the Bridging Urban Rural Divide call with the Indian Department of Science and Technology (DST) (£3,217,331)
• 2011 - Professor C. Atkin, Dr N. Almond, Dr C. Mazuro and Dr N. Rao. 'The affect of small school closure in rural Wales.' Funded by Hyrwyddo Ysgolion Back (hyb) Promoting Small Schools (£3,000)