Faculty of Education, Social Sciences and Law

School of Education

Contact Details

Professor Jeremy Higham

Dean of the Faculty of Education, Social Sciences and Law

I am responsible for the academic leadership and management of the Faculty which comprises the schools of Education, Sociology & Social Policy, Politics & International Studies and Law.

Professor of Post-14 Education Policy and Curriculum

My research interests are in post-14 education and training policy, in particular:

  • 14-19 curriculum research especially the analysis of curriculum innovation and implementation
  • the analysis of education and training with particular focus upon the relationships between vocational education and training and work and young people's emerging identities
  • further and higher education research with emphasis upon transitions as well as teaching and learning cultures in further education and widening participation initiatives in both further and higher education
  • policy analysis and evaluation of national and local initiatives and programmes in 14-19 education and training.

Director of major evaluation and research projects

  • Changing the 14-19 school curriculum in England: lessons from successive reforms (ESRC) 
  • National Evaluation of 14-19 Pathfinders (DfES/LSC)
  • Constructing a New Curriculum: the Rise of GNVQ's (ESRC)
  • Evaluation of IPAS (Becta/DfES)
  • Subject Identity and Curriculum Change
  • Vocational Projects in the 'Education Departments' Superhighways Initiative' (NCET)
  • Assessment and Learning in GNVQ's (DFEE)
  • SITE IT (DFE)
  • Satellites in Schools Initiative (WOED)
  • Video Conferencing Support for Rural SMEs (DFEE)

Co-director or project member of other research projects including:

  • Vocational Specialisms in Specialist Schools (SSAT)
  • 16-19 Curriculum Policy and Provision
  • Monitoring Academic Achievement Post-16
  • The Specialist Schools Programme 
  • The Impact of the Specialist Schools Programme (DFEE)
  • Evaluation of the Independent/State Schools Partnership Scheme (DFEE)
  • School Specialisation and Diversification in New Zealand
  • Evaluation of Improving Work Experience in GNVQ projects (DFEE)
  • Evaluation of Rochdale MBC TVEI (RMBC)
  • Evaluation of the Leeds Community Partnership Education Action Zone (Leeds Education 2000)
  • ICT and Measures of Attainment (Becta)
  • Interactive Multimedia for NVQ Language Standards (DoE)
  • Multimedia techniques and the Development of Learning and Teaching Skills 
  • Evaluation of the 'Virtual Classroom Project' (DFEE)

PhD Supervision

I welcome enquiries from prospective research students sharing my research interests, particularly in policy and curriculum for 14-19 year-olds and vocational curricula in secondary schools and further education colleges.

Key Publications

Journal Articles

  • Farnsworth VL, Higham JJS, ‘Teachers who teach their practice: the modulation of hybridised professional teacher identities in work-related educational programmes in Canada’, Journal of Education and Work, 25.4 (2012), 473-505
    DOI: 10.1080/13639080.2012.708726

  • Higham JJS, Farnsworth VL, ‘What makes a course vocational? School-based work-related programmes in Canada in dialogue with a community of practice’, Journal of Education and Work, 25.4 (2012), 443-471
    DOI: 10.1080/13639080.2012.708728

  • Higham JJS, Yeomans DJ, ‘Thirty years of 14-19 education and training in England: reflections on policy, curriculum and organisation’, London Review of Education, 9.2 (2011), 217-230
    DOI: 10.1080/14748460.2011.585883

  • Higham JJS, Yeomans DJ, ‘Working Together? Partnership approaches to 14-19 education in England’, British Educational Research Journal, 36.3 (2010), 379-401
    DOI: 10.1080/01411920902960962

  • Higham JJS, Yeomans DJ, ‘Curriculum Choice, Flexibility and Differentiation 14-19: the way forward or flawed prospectus?’, London Review of Education, 5.3 (2007), 281-297
    DOI: 10.1080/14748460701661336

  • Higham JJS, ‘Curriculum change: a study of the implementation of General National Vocational Qualifications’, Curriculum Journal, 14.3 (2003), 327-350
    DOI: 10.1080/0958517032000137649

Chapters

  • Higham JJS, Kremer H-H, Yeomans DJ, ‘Exploring intermediate vocational education and training for 16-19-year-olds in Germany and England’, in The Architecture of Innovative Apprenticeship, ed. by Deitmer L and others (Heidelberg: Springer, 2013), 39-50
    DOI: 10.1007/978-94-007-5398-3

  • Higham JJS, Yeomans DJ, ‘Policy Memory and Policy Amnesia in 14-19 Education: learning from the past?’, in Policy Making and Policy Learning in 14-19 Education, ed. by Raffe D and Spours K (Institute of Education, University of London, 2007), 33-60

Reports

  • Higham JJS, Yeomans DJ, Emerging Provision and Practice in 14-19 Education and Training: A report on the evaluation of the Third Year of the 14-19 Pathfinder Initiative, in Research Report 737, (DfES, 2006)

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