Dr Harriet Dismore
Teaching & Learning Support
My role as an Educational Developer includes:
Teaching on the PGCert in Academic Practice (PGCAP) Programme
Supporting colleagues in aspects of curriculum development
Engaging in pedagogic and higher education research
Teaching and Learning Liaison for the Faculty of Arts and Humanities
2012 Fellow HEA
2007 PhD Education, University of Kent
2003 MSc Tourism and Environmental Management, Canterbury Christ Church University
2001 BA (Hons) History, University of Kent
2016 - Educational Developer, University of Plymouth
2012-2015 Lecturer in Education, University of Southampton
2011-2012 Lecturer in Education, Brunel University
2008-2011 Research Fellow, University of Plymouth
2003-2008 Research Fellow, Canterbury Christ Church University
I have taught undergraduate and postgraduate modules on the following topics:
I currently teach on the post-graduate certificate in academic practice (PGCAP) and contribute to bespoke pedagogy and research workshops.
I am interested in the following research areas:
Educational transition and progression
I have undertaken a number of research projects into the transition between primary and secondary school, further education to higher education and higher education to work. This has included exploring the so-called vocational-academic divide and the impact of the credential landscape on learners in the UK.
Although a broad topic, research into lifelong learning remains relatively limited. In particular more longitudinal studies are needed to explore the lived experiences of learners.
I am interested in employability as a lifelong process and the different approaches to researching this topic. With the introduction of the Teaching Excellence Framework (TEF) in England, there is a greater focus on employability, for which empirical data is critical.
As part of research supported by the Society for Research into Higher Education, I have investigated the progression of former apprentices into higher education. The findings reveal the motivations and expectations of students as well as the perceived (and real) rewards gained.