From local to global research

The School of Education at the University of Glasgow is committed to social justice and high-quality education research and practice. It aims to address contemporary educational issues and support vulnerable and disadvantaged groups. 

The School's staff are organised into four research and teaching groups (RTG's), research centres and research networks, all committed to social justice. Researchers cover all education sectors, integrating research, theory, policy, and practice.

Key research themes include urban learning, adult learning, youth transitions, migration and refugee education, collaborative schooling, and ethics in education. The School offers diverse courses and has a large group of postgraduate students.

The School's interdisciplinary research supports equitable societies, evidenced by contributions to major programmes like What Works Scotland and the Urban Big Data Centre. It also interacts critically with government and policymakers, contributing to positive societal impact in Scotland.

Collaborations with over 200 organisations worldwide are showcased on our interactive map.

St Andrews Building at night

Research Projects 

Commitment to Glasgow

 

We are particularly committed to the city of Glasgow, making significant contributions to local educational challenges through What Works Scotland, the Urban Big Data Centre, and the Applied Social Science Hub in the East End of Glasgow at the Olympia Building. This work includes:

 

  • Through the Education arm of the UBDC and its Integrated Multi-media Data project, assessing literacies within the city and producing 3-D literacy models for use in communities.
  • Collaborating with the Glasgow Centre for Population Health (GCPH) and Education Services at Glasgow Council to establish the first Children’s Neighbourhood in Bridgeton and Dalmarnock, improving outcomes for children, young people, and their communities.
  • The Network for Social and Educational Equity (NSEE) initiating research and development collaborations with schools and their partners to close the poverty-related achievement gap, and understanding local responses in a rapidly changing context to support the next phase of COVID-19 action at both local and national levels.
  • Providing leadership of Policy Scotland, based at the University of Glasgow, which builds on the University’s research excellence in education and related policy fields such as crime, housing, disability, transport, public health, economic and employment policy, and welfare reform. Policy Scotland stimulates new thinking and good practice in Scotland and beyond through research, public events, and collaboration between researchers and policymakers.

International outlook

We are also strongly international in our outlook, working extensively in all continents with a particular emphasis on research strengthening activity in line with the UN’s Sustainable Development Goals. Our activities with an international dimension include:

  • hosting the UNESCO Chair in Refugee Integration through Languages and the Arts
  • undertaking a range of projects funded by the UK Research Councils concerned with addressing global challenges such as climate change and migration through education and community development.
  • establishing and leading the International Education Assessment Network (IEAN) of Small Nations and States.
  • advising national governments, through, for example
    • membership of International Evaluation Team evaluating Educational Research in Norway, advising the Norwegian Government and Educational Directorate (Utdanningsdirektoratet), the Norwegian Government’s Ludvigson Committee (the body charged with the revision of national curriculum and assessment in Norway)
    • membership of the National Quality Assurance Higher Education Agency in Portugal
    • membership of the Independent Advisory Group (reporting directly to the Cabinet Secretary for Education in Wales) on the design and enactment of the emerging new national curriculum and assessment in Wales, and subsequently being contracted by the Welsh government to research this development.
    • supporting headteacher development in Vietnam funded by the British Council and Head Foundation
    • establishing a Learning Cities Network around the world through the PASCAL Observatory, working closely with the UNESCO Institute for Lifelong Learning, including in a major webinar series in 2020, Learning Cities’ COVID-19 recovery: from research to practice.

International advisory roles

Our international advisory roles also involve working with the European Commission Education and Culture Directorate. In this context, Professor Kay Livingston acted as critical friend during the development and publication of the European Commission Policy Guide, ‘Shaping career-long perspectives on teaching: a guide on policies to improve Initial Teacher Education’ and was an expert advisor on one of the six strategic European Commission Education Working Groups on Schools and member of the Working Group Steering Group leading peer-learning activities with Ministries of Education officials from EU Member States.

At a global level, Professor Michele Schweisfurth has been one of four independent summative evaluators of the Global Partnership for Education, the largest global fund dedicated to the transformation of education in lower-income countries. Also at this level, Professor Chris Chapman serves as President of the highly influential International Congress for School Effectiveness, and is playing a significant role in leading its Crisis Response in Education Network related to COVID-19 recovery.

We also work with national and international agencies, for example, the National Council for Curriculum and Assessment in Ireland; and the UK National Commission of UNESCO, providing policy advice on teacher education and monitoring and realising the 2030 Education goals.

At the UK level, Professor Michele Schweisfurth is seconded to the Department for International Development as Senior Research Fellow in Education.