Reflexivity has had a long standing presence in professional education and therapy practice. In family therapy our knowledge about reflexivity has largely been produced through its application in practice. This is reflected in its multiple forms, described in the literature as therapeutic reflexivity, self reflexivity, relational reflexivity, group reflexivity, reflexive loops, recursiveness, self- reflection, self-awareness, reflexive competence, personal development, organizational reflexivity and cultural reflexivity. The practice context for conceptualising reflexivity fixes taken for granted knowledge as theory. This research constructs a history of reflexivity which draws upon narratives from diverse contexts across time and relationships, and weaves these together to examine discourses of influence which have led educationalists, practitioners, researchers and authors to construct reflexivity in many different ways. The influence and implications of these reflexivity discourses for practice and education are explored using a social constructionist approach to knowledge creation. A reflexive research design and methodology generates relational and dialogical contexts for constructing new knowledge about reflexivity and at the same time makes the processes of constructing this reflexive mode transparent. The question: ‘How is reflexivity constructed in family therapy education?’ is examined within a collaborative community constituted between educators and students. As we coordinate our polyvocality, episodes of transcendent storytelling and transformative dialogical moments are distinguished in which new knowledge emerges between participants. Using CMM heuristics, these transformative episodes are laminated to make visible the dialogical process of knowledge production. Different ‘forms’ of reflexivity are reconstructed as artefacts of conversations in relational contexts over time, shifting the discourse from looking at multiple reflexivity ‘forms’ towards ‘reflexive looking’. ‘Reflexive Dialogues’ transform positioning and offer new horizons which scaffold resourcefulness, including transfering relational practices from therapy to research and education. ‘Reflexive Dialogues’ transform hierarchical power and colonizing knowledge creation in research, therapy and education and invite empowering and collaborative relationships in which we produce knowledge together. ‘Reflexive looking’ affords theoretical pluralism and local coordination of multiple reflexivity discourses. This produces new knowledge and transforms relationships through scaffolding connected learning, engaged pedagogy and coordination of horizons between research, practice and educational communities.

This thesis evaluates the experiences of a Maltese school that decided to embrace the philosophy of inclusion. It provides a synthesis of knowledge about the processes of inclusive education, derived from the experience of the main stakeholders in the school. The main research question being: “What changes does the implementation of the Social Model of Disability that focuses on abilities and skills rather than labelling and deficit have on a school population?” Specifically, the study investigated: · The practices within the school that enable inclusion. · The experience of students, students’ parents, teachers, learning support assistants (LSAs) and administrators. · Whether or not, and if so, how disabled students are participating, active members of the school. · The effect of inclusion on the school community/culture. A case study approach is used in order to evaluate this school’s process of inclusion and its ramifications on stakeholders. Both qualitative and quantitative methods were used, along with a triangulation of questionnaires, focus groups, semi-structure interviews and observations. A thematic analysis supported by descriptive statistics was used within an interpretative approach of hermeneutic phenomenology. This research contributes theory to the following three areas in: 1. Offering a different model for an inclusive school. 2. The use of innovative structures in school management. 3. The changes brought about by valuing the education of disabled students. The findings show a general positive attitude towards inclusive education and suggest that inclusive education heightens the awareness of each interrelated aspect of the school as a community, challenges stereotypes, and promotes contextually relevant research. The work concludes with a series of possible future directions for research and a critical reflection that is needed to help educators achieve progress towards philosophical and practical ideals of a socially and academically just education.

Background/purpose: This thesis investigates the factors that have been influential in either promoting or impeding the establishment and sustainability of clinical legal education in Zimbabwe (Mkwebu, 2015; 2016). Previous work on clinical legal education in other jurisdictions suggest that clinical programmes within law schools can help law students gain practical lawyering skills essential for legal practice. Literature suggests that law clinics have the potential to provide a platform upon which indigent members of the community can access free legal advice. However, the cost of running clinical programmes has been found, amongst others, to be the most influential factor inhibiting the creation and expansion of clinical legal education. Prior to this doctoral study, there had never been any comprehensive study carried out to investigate clinical activity in Zimbabwe. The purpose of this study was to test the hypothesis that, amongst other factors, the resource-intensive nature of clinical legal education is the highly influential factor in the establishment and sustainability of clinical programmes within law schools. Research methodology: The researcher adopted a systematic search strategy through the review question: What factors have been influential in the establishment and sustainability of clinical legal education? The search strategy undertaken between January 2014 and April 2014 resulted in the selection of a batch of 91 journal articles. Articles were analysed using a grounded theory coding system that identified several factors as having been influential in the establishment and sustainability of clinical programmes in other jurisdictions. To gain theoretical sensitivity in the field, the various factors identified from literature generated questions for exploration during fieldwork. Fieldwork commenced in Zimbabwe in May 2015 and lasted for three weeks. The legal aid clinic at Case A has a complement of five members of staff and they all participated in an audio-taped interview process. Transcripts were analysed using grounded theory. Results and Discussion: An analysis of the selected clinical scholarship identified 20 influential factors. Grounded in the data collected from Zimbabwe were 25 factors that have been influential in either promoting or inhibiting the expansion of clinical legal education at Case A. In general, the identified factors were broadly similar to the various factors identified from the systematic review undertaken before fieldwork commenced. However, the differential impact of factors in the Zimbabwean context was revealed, suggesting a more complex model. Conclusions: Firstly, the research findings support the notion that a systematic review is a method with benefits and could be used effectively in the field. Secondly, establishment and sustainability factors have been identified from the systematic review and from the data collected in Zimbabwe. Thirdly, the importance of the local context in the operation of these factors has been verified. Fourthly, sustainability is fragile and the researcher offers a series of recommendations drawn from literature. Developing receptivity to ideas from other interested stakeholders may be helped by adopting a robust institution-stakeholder partnership that fosters collaboration of ideas for sustainability as a framework.

Higher Education Institutions (HEIs) are knowledge-intensive organisations competing in the context of knowledge and research activities, as well as programmes and services offered. Research is integral to institutional competition to determine their status and standing and it underpins academics' responsibilities in developing intellectual skills and capacity of learners. Whilst universities adopt formalised approaches to developing research activities, there is a growing trend towards informal groupings or communities of practice (CoPs) where like-minded individuals seek to share common interests in particular research areas. These CoPs offer an alternative approach to developing research within HEIs, especially where efforts to improve faculty research have met with mixed success as there are no clear guidelines and relatively little is known about the mechanisms that facilitate research amongst academics. While there have been past research in various sectors on how CoPs benefit organisations, little has been focussed in the HE sector, in particular how it benefits individuals in terms of doing research and this forms the distinctiveness of this research. The aim is to illuminate, explore and gain insights of individuals' perceptions of the value and impact of CoP membership within research communities in HE and the potential impact on subsequent research. The CoP concept and the benefits identified in past research in general sectors serve as the focal framework of this research and other theories i.e. value, perception and HE, are included to support and ground further analysis in the overall study. This research takes the social constructionist standpoint, trying to understand individuals' experience of participating in these research communities, through the interpretive lens. It adopts the qualitative approach using observation and interviews (supplemented by storytelling and critical incident technique) to gather data which are then analysed using the narrative analysis approach paying attention to individuals' experience expressed through their stories and incidents. An analysis of data revealed that individuals found these research communities' membership valuable as it has helped and supported them in terms of doing research and have impacted them personally, professionally, intellectually and socially. Twenty perceived values have been discovered; twelve of which are supported by past organisational research, but mirrored also in HE i.e. autonomy and freedom to think beyond; sources to ideas; sounding board; intellectual discussion; like-mindedness; alternative perspective and cross pollination of ideas; informal ground for learning and training; networking, information sharing and updates; support and guidance; sense of belonging; identity; and intrinsic fulfilment. Although, there are some similarities in these twelve perceived values, they have benefited and impacted on individuals in their own way. The other eight perceived values i.e. overcoming intellectual isolation; move towards collaborative research; response to research pressure; synergy and leverage; time and energy saving; foster tangible returns; drive research; and opportunity to meet, have emerged from doing research in the HE sector and provide new insights not previously discussed. Thus, the contributions of this research are it has drawn on a wide range of literature put together in a unique way; it has extended the CoP concept by applying it to HE for the purpose of doing research; and further understanding on how individuals benefit from their membership, which was never conducted in such a way in past research. Above all, it has offered new insights and raised awareness of the values of research-based CoPs' membership to individuals and this adds to the research literature in CoP as well as the HE context.

As the landscape of UKHE undergoes yet another significant change, currently related to the funding of home students, the importance of a university’s international activities have been placed in a sharper focus. Although the direct economic impact of international student recruitment is of interest and importance, how institutions approach and organise themselves in relation to wider internationalisation is critical. This study has investigated in detail the internal barriers that exist to restrict or prevent that internationalisation process. A mixed methods approach, aligned with a realist ontology and pragmatist epistemology, has utilised a rigorous, sequential, three phase primary investigation. The earlier phases informing, although also allowing data to be transferred to other stages, the follow-on phases. An initial phase of content analysis of internationalisation strategies was utilised to identify the enablers to internationalisation and also to allow the formulation of a probability sampled questionnaire to staff involved with, and interested in, internationalisation. The phase two questionnaire results were then utilised to identify the barriers to internationalisation and to formulate detailed questions to be asked at a series of purposive sampled interviews, these interviews confirming the previously identified barriers. A series of internal barriers have been identified as follows; Resources; senior management support and leadership; staff interaction/engagement; use of a strategy and monitoring; complicated and over- bureaucratic procedures; internationally focused curriculum; internationalisation at home; staff and student mobility; communication and clarification. The degree of impact of these barriers will vary between institutions and suggestions have been made how to approach and deal with them. This study has therefore made a direct contribution to higher education practice but has also made a contribution to knowledge by utilising the sequential primary data gathering and closing the evident knowledge gap associated with the identification of the internal barriers to internationalisation of higher education in the UK.

This thesis analyses a complex process of meaning making. It centres upon the meaning making of a group of fourteen teachers who teach pupils with profound and multiple learning disabilities (pmld). The nature of the meaning making changed as the research progressed. It moved from my meaning making of the teachers to my meaning making with the teachers. Integral to this was a process of personal meaning making and critical self reflection. The qualitative paradigm of research methodology offered a framework that informed my methodological decisions. The influence of symbolic interaction, critical theory and grounded theory was instrumental in the initial stages of the research process. Latterly, the role of social construction became important in my meaning making. The contribution of questionnaires, individual and group interviews to the process of meaning making, in the context of this work while necessary, has proved to be problematic, particularly in relation to the organic nature of the research, my personal role in it, and the role of ethics. I argue for an ongoing ethical debate within the research that develops as the research progresses and changes. The research has highlighted the integral role of teacher identity and notions of specialist knowledge in the development, sustenance and challenging of the teachers' understandings about the pupils they teach who have pmld. Inherent in these understandings are the personal experiences the teachers have encountered throughout their lives. These understandings have been analysed and the dominant influences of particular theories and models of disability are made explicit. The influence of labelling, categorising and the professional discourse has also been shown to be an integral element of the study. As a teacher educator, I have gained some insights which may improve the support I offer to teachers in their professional development. These insights relate to the importance of acknowledging the role of teacher identity, and engaging teachers in a process of analysis that encourages them to appreciate the impact of teacher identity on their understandings. An important element of this would be reflection on their personal experiences. In relation to specialist knowledge, a critical analysis of pedagogy is argued for: a process that engages teachers in wider notions of pedagogy for all learners, but which supports them in translating this pedagogy to effective teaching and learning for pupils with pmld.

This PhD study was designed to answer the question; does access to electronic information resources have a role to play in breaking down barriers to learning encountered by young people? If so, how does it, why does it and what are the circumstances which influence this role? The answers would then provide a deeper understanding of the use of these resources. This is a constructivist inquiry; sixteen young people aged 13-14 years were selected using snowball sampling to provide maximum variation. Emergent design was a feature of the research model and due to the uniqueness of this approach in Library and Information Science, in depth discussion of the research model is included in this thesis. Prolonged engagement with the sixteen participants using data collection methods such as in-depth interviews, observations, logs, and document analysis created ‘rich pictures’ of the individuals in the form of holistic case studies. These case studies were used as the basis of a cross-case analysis in order to provide for transferability of case, based on contextual applicability and to generate a theory grounded in the data from cross-case themes as they emerge. This study has produced a model of learning opportunities based on tangible and perceived affordances. This model was then used to structure the variables identified as significant to the role of electronic information resources in the provision of learning opportunities. A framework of potential learning opportunities in the electronic information environment has resulted which identifies the tangible variables such as availablity and accessibility of technogies and perceieved variables such as motivation, interaction. These vairables impact on affordances of electronic information resources on learning opportunites.

BACKGROUND TO THE STUDY: Recruitment is key for any organisation. Admission onto health education programmes must balance the requirements of a degree with preparation for a specific professional role. Additionally, gate keeping demands recruitment of those with potential to uphold the values and standards of the NHS constitution, the chosen profession, who can work with, and for, vulnerable people. Evidence indicates a relationship between prior academic attainment and future academic performance. However, the importance of personal characteristics for those entering healthcare education is unclear. RESEARCH QUESTION: Do students learning journey experiences illustrate personal characteristics influencing progression through their physiotherapy degree? STUDY AIM: To investigate a physiotherapy year group's journey through their degree programme, from pre-admission to graduation and identify personal characteristics influencing progression, professional registration and employability. METHODOLOGY: A qualitative approach, built on a thematic model of personal, social and professional identity, utilised an applied social policy research data handling and analysis Framework approach, underpinned by a pragmatic worldview. METHOD: Following ethical clearance, a physiotherapy cohort from a North East of England university consented to admissions and progression data being analysed. A purposive sample of nine students consented to attend semi-structured interviews exploring their learning journey. Interviews explored pre-admission through year 1, year 2 to year 3 and year 3 plus overview of their degree. Progression was analysed by consideration of secondary data, including grade point average (GPA), placement formative feedback & degree classification. RESULTS: Analysis of the interviews and secondary data suggested all learning journeys present challenges. Six personal characteristics emerged as important facilitators, conscientiousness, resilience, reflection, caring, interpersonal relationships and attitude to learning. The strength of affinity for the intended physiotherapy identity emerged as a key motivating factor along the learning journey. CONCLUSION: Learning journeys are challenging. Frustrations and disappointments transpire as a natural consequence of academic and professional development. They may also coincide with major life-events creating additional stressors. Personal characteristics appear vital protectors against such stressors and additionally facilitate the learning journey. No single key characteristic emerged; rather several appear to interact to facilitate the learning journey. When one characteristic is overwhelmed, successful individuals draw on others as resources. Characteristics themselves are not simple expressions of behaviour but nuanced, with certain facets more or less important depending on context. It is too simplistic to view struggling, or failing students as lacking certain characteristics, as unique contextual issues may inhibit utility of a normally present characteristic. Managing challenges appears related to the strength of affinity for the physiotherapy identity. If strong, individuals appear highly motivated to persevere even in the face of significant stressors. When weak or the proto-physiotherapy identity fails to match the reality encountered through the degree, the ability to manage is diminished, resulting in a challenged and likely unsuccessful outcome. ACADEMIC CONTRIBUTION: The results have led to better understandings of the role of personal characteristics in the development of students through their professional education. It is envisaged this will not only contribute to more focused admissions strategy and processes locally, but will contribute knowledge to the national debate on values based recruitment (VBR) in the NHS.

This work is based on eight papers published between 1998 and 2006. The papers present a process of investigating, discussing and documenting how, through exploring, stretching and developing opportunities offered by various qualitative research approaches, facilitated collaborative action research (CAR) and evaluation became entwined They question how and where participants in projects recognise their own knowledge and learning, and how they use and develop their understandings in relation to new knowledge. In these papers I worked at the interface between the known and the nearly known; between knowledge-in-use and tacit knowledge that was yet to be useful. This interface, a 'messy area', was a place of contested knowledge. In this 'messy area' long-held views, shaped by pro essional knowledge, practical judgement, experience and intuition, came together to disturb both individual and communally held notions of knowledge for practice. Working in the 'messy area' enabled new knowing that has both theoretical and practical significance to arise, a 'messy turn' to take place. This is the purpose of mess. These papers add to the body of knowledge about 'seeing' and 'knowing', 'the importance of not knowing' and the role of participation, collaboration, facilitation and learning as key change mechanisms in research and evaluation.

The aim of this study was to determine how student writing and academic literacy are experienced and perceived in a university by academic staff and students and how pedagogical interactions are influenced by institutional discourses and practices. The research is a form of institutional case study realised through a qualitative, ethnographic-style inquiry. The methodology comprised semi-structured interviews with forty-eight academic staff from a range of disciplinary backgrounds and thirty-five student respondents from diverse areas of study, and discourse-based analyses of textual materials at both the institutional and departmental levels. The findings of the present research revealed that there is variation in the way academic staff perceive the nature and the learning of student academic literacy and their understanding of the practices which support that learning in a university. Students face significant challenges in adapting to variable expectations and managing the requirements of writing and assessment in the contemporary context. The research also revealed that there are structural aspects of higher education practice which appear to have adverse effects on the learning and development of student academic literacy and the capabilities of academic teaching staff to actively support and foster student learning in that domain. There are implications for the role of writing in learning and teaching and its position in the curriculum. It is argued that a more explicit approach should be taken to student academic literacy by embedding it in disciplinary teaching and learning. A number of ways, based on the evidence of this research, are suggested to advance pedagogical research and develop appropriate practice to that end. The findings are linked to wider debates about teaching, learning and educational reform in higher education. The thesis concludes by comparing and contrasting two disparate research paradigms for investigating the higher education experience. A new paradigm is conceptualised which draws on existing models theoretically and empirically but adds dimensions which address the exigencies of research in the contemporary context of higher education. It is argued that this reframing has the potential to raise and enhance the profile of pedagogical and student writing research consonant with current higher education policy aims and ambitions.