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Research in the faculty

REF 2014
Research Centres

Liverpool Hope University is a teaching led, research informed, unique and pro-active institution of learning. It is focused upon the development of academic staff who are high quality, world-renowned teachers and scholars and whose research is current, focused on the development of new knowledge in well established areas of recognised expertise, and capable of contributing to the greater good of individuals in local, national and international communities. Liverpool Hope recognises that it is located in a dynamic, 21st Century technology rich, diverse and global learning environment where collaborative relationships among its staff will lead to achieving world class results in teaching, research and community service.

Academics within the Faculty of Education have a wide range of research, teaching and professional experience in the UK and overseas. This includes working in formal education programmes, further and higher education institutions, governments and international development agencies.

Since acquiring full University status in 2005, the University has supported its academic staff in its growth towards recognition as a world-class body of scholars whose professional and teaching activity is informed by current and relevant research.

This transition is supported in the Faculty of Education through the recognition of the need to continually re-develop a research vision and strategy capable of achieving the final stages of transition from a predominantly 'teaching only institution' to a well supported university faculty where teaching and research are inseparable components of a world class scholarly environment by inquiry driven professional behaviour.

Academic staff within the Faculty of Education have been successful in attracting funding for their research from a range of sources including the UK Research Councils, public bodies, businesses, the European Union and other international funders. Faculty members publish their research in a range of national and international peer reviewed formats.

If you would like to find about our research on the Hope Challenge programme, please click on this link.

'World-Leading' Research in the Faculty of Education

The Faculty of Education has received confirmation that it is the home of ‘world-leading’ research. 87% of this Unit's research activity was internationally excellent or internationally recognised with 15% at World-leading level. 40% of the Impact of this Unit's research is World-leading.

The news comes as a result of the ‘REF’, the national research quality assessment exercise. Highlights include:

  • 60% of the submitted research outputs have been judged to be of either ‘internationally excellent’ or ‘world leading’ quality.
  • 40% of the submitted research impact studies have been classed as ‘world leading’.
  • Aspects of the Faculty’s research environment have been judged to have reached an ‘internationally excellent’ level.
  • Overall 87% of the Faculty’s research profile has been classed as ‘internationally significant’ ‘internationally excellent’ or ‘world leading’. The remaining 13% was judged to be ‘nationally significant’. None was unclassified.

Liverpool Hope University has:

  • 4th rank for overall research intensity in the North-West.
  • More than one-third of the research activity rated as at least internationally excellent.
  • Internationally excellent research in all twelve UoAs.
  • Three-fold improvement of research quality since RAE 2008 and after achieving RDAP in 2009.

Research in the Faculty of Education is organised into two Research Centres and a Research Forum where mentoring, emphasis on research-informed teaching, readily-available research support and scholarly symposia, workshops or conferences are available.

These groupings place research and scholarly activity at the centre of all Faculty work. All members of Faculty academic staff and research students identify in the first instance with one of these research groupings.

Faculty Research Centres

Centre for Culture & Disability Studies (CCDS), directed by Dr David Bolt?

Disability, in the field of education, is often conceptualised along the lines of accessibility and/or Special Educational Needs. While critical engagement with these issues is certainly encouraged and supported, the main focus of the Centre for Culture & Disability Studies is on challenging and changing all aspects of dehumanising practice, on fully acknowledging the ontology and epistemology of people who are disabled. This focus often pertains to the content of courses, the dire need for curricular reform.

Whether we work in schools, colleges, or universities, there can be no denying that disability is represented extensively in the cultural artefacts on which so many of our lessons and courses are based, yet the critical engagement with these representations is frequently absent from the curriculum. The result for disabled learners is inclusion without profundity: the result for learners in general is an inherently deficient knowledge base. This state of affairs reveals a multitude of practical and theoretical issues about not only learning and teaching, but also identity, culture, society, prejudice, embodiment, terminology, discourse, attitudes, representation, personhood, and so on. Disability, therefore, has interdisciplinary and multidisciplinary relevance even within the field of education. For more information, please visit our Centre for Culture & Disability Studies (CCDS) webpage. You can also contact Dr David Bolt by e-mail:

Centre for Education Policy Analysis (CEPA), directed by Dr Richard Budd and Dr Catherine O'Connell

It seeks to make academic research in education both more accessible and more agile, bringing the scholarly credibility of educational research to inform policy debate in a manner which is responsive to current issues on the education agenda. The Centre currently has programmes investigating policy issues ranging from the future of higher education to the influence of ‘cultural memory’ on UK education policy.

Centre staff have worked both as educational researchers in an academic setting and in government, NGOs, journalism and party politics. In addition, as with the University as a whole, the Centre has a strong commitment to social justice and social activism; the ‘what works’ approach of the Centre is geared directly through helping analyse the strengths and weaknesses of contemporary policy approaches towards the needs of real social constituencies. Centre staff are currently contributing to policy debates on issues as diverse as the proposed Royal College of Teaching and the social cohesion/’British values’ agenda.


The Centre hosts a wide range of events throughout the calendar year, and welcomes suggestions from all in the community who wish to contribute to its initiatives. For more information, please visit our Centre for Education Policy Analysis (CEPA) webpage. You can also contact Richard or Catherine by e-mail:

Childhood Research Forum (CRF), directed by Dr Zoi Nikiforidou

The Childhood Research Forum (CRF) specialises in childhood research and considers the implications for theory, pedagogies and practices locally, nationally and internationally. Its aim is to contribute to the academic field of childhood studies through a research-led approach. It is led by scholars from a wide range of research backgrounds, who share interests of diverse aspects of childhood addressing policy, practice and pedagogy. It aims for an interdisciplinary approach, including research with children as participants and also with adults who are involved with children and families. The adults may be students, practitioners, professionals and parents / carers.

The Forum holds academic responsibility for the support of doctoral and postgraduate students primarily. It will provide a research-based environment for students and academics to foster further exploration within the field of Childhood Studies. For further information about the Childhood Research Forum (CRF), please contact Dr Zoi Nikiforidou by e-mail: