Gary Husband PresidentAfter a brief period as a professional musician Gary started working with young people in crisis using outdoor education as a means of building self esteem and confidence. After a career change and several years working as a mechanic Gary secured a teaching position in FE where he worked for over 8 years. Over that time Gary held various teaching and management positions and was the Professional Learning Manager at Edinburgh College prior to joining the School of Education at the University of Stirling as a Lecturer in Professional Education and Leadership. Gary's research interests lie in developing an understanding of the impacts of teacher education on engagement with professional learning and the development of leadership. Gary is also a co investigator on the ESRC funded project based at The University of Stirling investigating the practices of governing and governance in further education.
Sally Issler SecretaryWith over 15 years experience as a consultant in education research and development, Sally has contributed to numerous publications in the field with a focus on global learning and social justice and sustainable development. She also has experience of supporting capacity building in community education organisations.
Amelia Rout Membership Secretary & Website EditorAmelia has over a decade of research experience in the field of vocational training and life-long learning, and has contributed to a number of publications in the field.
Carlene CornishOriginally from South Africa, I have both international and national academic qualifications and professional experiences across a range of disciplines including social work, probation, educational research, also lecturing in further and higher education. These qualifications led to specialist practice in areas of child protection, fostering and adoption, youth offending and restorative justice. I am a registered Social Worker with the Health and Care Professions Council (HCPC), currently working as consultant an independent social worker with British Association of Social Workers (BASW). My teaching qualifications include a PGCE qualification with QTLS as well as Fellowship status with the Higher Education Academy (HEA). I have recently completed my PhD in the Sociology of Education: it focussed on Raising of Participation Age (RPA) as educational policy framework to critically explore whether former NEET and other marginalised youth enrolled on an employability course within a further education (FE) college were indeed given a second chance to improve on previous academic failure. Key empirical findings have subsequently been published and hence evident in my current list of publications.
Vicky DuckworthA senior lecturer and Research fellow at Edge Hill University, in the North West of England, UK; prior to working in education Vicky was a nurse and midwife. Vicky’s research has a strong social justice and theoretical focus. Throughout her career Vicky has published widely which consists of authoring, co-authoring, editing and co-editing books, most recently in the field of literacy. Vicky has developed considerable expertise in Adult Literacy and Education and is deeply committed to challenging inequality through critical and emancipatory approaches to education, widening participation, inclusion, community action and engaging in research with a strong social justice agenda.
Ewan InglebyDr Ewan Ingleby is based in the Education section of Teesside University. Ewan is also the Postgraduate Research Tutor for the school of social sciences business and law at Teesside University. Ewan teaches on the University's teacher education programmes alongside having undergraduate and postgraduate education teaching (including the MA in Education and the Education Doctorate). Ewan is a member of the editorial board for Research In Post-Compulsory Education and supervises 2 students in education at doctoral level. Ewan’s research interests are in pedagogy, early years, post-compulsory education, and philosophy. He has published in Teaching in Higher Education, The Journal of Further and Higher Education, Professional Development in Education, The Journal of Vocational Education and Training and Research in Post-Compulsory Education and previously secured a ‘Developing Pedagogy’ grant from the HEA.
Joel PetrieJoel has worked in FE and HE in the north west of England for twenty years. In addition to committee membership of the Association for Research in Post Compulsory Education, Joel is on the Editorial Advisory Board of the Journal of Further and Higher Education, and the Journal Advisory Board of Prism. His areas of research interest include disability, inclusion, equality, professionalism and educational leadership.
Ali Hadawi CBEAli is Principal and Chief Executive of Central Bedfordshire College. He was appointed CBE in the Queen's New Year Honours list in 2011, for services to the Further and Technical Education sector in the UK and in Iraq. Previously, Ali was the Principal of Southend Adult Community College. Ali’s leadership was recognised by OFSTED when SACC was judged to have outstanding leadership and management and for SACC to become the first LSIS Beacon. Ali has a deep and passionate belief in the impact of learning on individuals, communities and the economy. He is committed to improving the Further Education sector through evidence based research. Ali believes that it is imperative for academics researching Further Education to engage with practitioners and for the practitioners to engage in research. He is currently involved in a Professional Doctorate researching organisational culture in Further Education colleges.
Robin SimmonsCurrently Professor of Education at the University of Huddersfield, Robin's teaching and research interests include education policy, the political economy of education; and education and social justice in particular. He has contributed to a range of significant research projects, including work funded by the Higher Education Academy, the Joseph Rowntree Foundation, the Raymond Williams Foundation, and the Leverhulme Trust.
Geoffrey Elliott Committee MemberGeoffrey is Professor of Post-Compulsory Education at the University of Worcester and editor of Research in Post-Compulsory Education. He has worked in a variety of teaching and management roles in schools, further education colleges, adult education and higher education, and has also spent periods in industry, training and development.