ÐÓ°ÉappÏÂÔØ

• Professor of Education and Director of the Centre for Leadership & Enterprise in the Faculty of Education & Health
• Leading on student and staff postgraduate research activity (EdD/PhD/MPhil/MA), School of Education
• Supervisor on PhD/EdD/MPhil student research
• Doctoral Course Coordinator for the Critical Review, Leadership & Management and Professionals in Society courses

• 2011, Winner, Chartered Management Institute (CMI) Award for Leadership and Management Achievement
• 2011, Finalist, Chartered Management Institute, for Outstanding Leadership for leadership and management of Education Research
• 1993, Distinction in Education Research: MA, King's College, University of London
• 1976, Distinction in the Theory of Education: PGCE, University of Nottingham
• 1984, Merit, Learning Resources/Media Resources Management Certificate, ILEA

• Fellowships: PFRSA, FCMI, FIfL
• 2013, Invited PhD examiner, Bath Spa University
• 2012-13, Invited MRes examiner, University of Mauritius
• 2011-12, Invited DBA examiner, Kingston University
• 2011-current, Invited PhD examiner, the Open University
• Chair, Society for Research into Higher Education (SRHE) and the British Educational Research Association (BERA) Co-convenor, New Technologies Research Special Interest Group
• ESRC principal investigator for the Higher Vocational Education and Pedagogy (HIVE-PED) Research Seminars Project
• 2012, Member, Expert Group, National Commission for Adult Education and Vocational Pedagogy
• 2010-12, Member, National Research Committee, Universities' Association for Lifelong Learning
• 2010-12, Member, International Reference Group on Open and Distance Learning (UNISA, Cambridge)
• 2009-13, Member, National Research Committee, UCET

Jill's research interest specialise in educational leadership and management, e-learning/educational technology, trust, communities of practice and post-compulsory education/lifelong learning research.

This combination of research fields is rare, and Jill's work on e-leadership is both ground-breaking and exciting in calling for a new 'fifth age' of research into educational technology in which leadership of learning technology at both strategic management and operational levels should play a more prominent part.

Jill is also working on the concept of 'Barefoot Leadership' in the Faculty of Education & Health. Her model for this concept proposes a counterfactual optimistic proposition that resonates with poverty remediation, compassion and grassroots community leadership, building on theoretical philosophical ideals that resonate back to Socratic pedagogic leadership and to China's system of rural Barefoot Doctors and Barefoot Lawyers, in contrast with the harsh realities of some current performative organisational cultures in education.

As one member of the professorial team in the Faculty of Education & Health, Jill is involved in directing and overseeing all education doctorate and other postgraduate research degree programmes in education at the University of ÐÓ°ÉappÏÂÔØ. Her research projects include:

• 2013–16, 2ESRC HIVE-PED Project
• 2011, Centre for Leadership, Trust and e-Learning (CELTEL)
• 2011, Deptford Square Mile Creative Campus (DSqM)
• 2011,Leadership Values, Trust & Organisational Cultures in a Recession in UK HE (Leadership Foundation for HE)
• 2007–08, Trust and Leadership in the Learning & Skills Sector
• 2006–08, JISC eLIDA CAMEL Project
• 2005–07, JISC eLISA Project
• 2006-7, Investigating Collaborative Leadership for Communities of Practice
• 2005–06, Metaphors of Leadership

Key funded projects

2013-16, ESRC Research Council, Seminars Project: HIVE-PED: Higher Vocational Education and Pedagogy in England

This project was rated at the highest grade of 9-10/10 by ESRC reviewers who commented that it was an "outstanding" proposal with "important and clear aims and objectives… excellent plans for user engagement and an impressive number of important organisations in the field committed to being involved."

The aim of the project is to organise and deliver nine expert research seminars and several other research events to debate three overarching research themes of parity, progression and social mobility in higher vocational education, with the following sub-themes threaded throughout the seminars, interweaving evidence-based findings, theory and practice: parity of higher vocational education; vocational pedagogy, leadership and democratic citizenship; progression into higher education: the case of HE in FE; social mobility and higher vocational education; professionalism, pedagogy and vocational qualifications; progression into employment: changing the training culture; apprenticeship and progression; student success in and beyond higher education; student motivation, trust and drop-out.

The project involves professorial, academic, policy-making and user representatives from the UK nations, European and international partners, including colleagues from Denmark, the 23 country member network of TTNET CEDEFOP, Australia, South Africa and the USA. The HIVE-PED research seminars series will map out the research territory, report findings, facilitate debate, and make new research proposals on higher vocational education and pedagogic research in England. The seminars will build on prior research in the ESRC LLAKES and TLRP projects, on research reports from HEPI, HEFCE, SRHE, CEDEFOP and elsewhere from the UK, Europe and international partners to define key research questions and recommendations for new research, policy development, provision and progression between further, higher and apprenticeship education sectors and related employment outcomes to collaborate in advancing research in the field of higher vocational education.

Partners will collaborate in HIVE-PED Mini Conferences, a global HIVE-PED Research MOOC (Massive Open Online Course) and in the production of more than 30 research publications, videos, research summaries, booklets and research methodology training guides over three years, including at least one special journal edition on Higher Vocational Education and Pedagogy. UK and international expert partners, each with significant experience of working on higher vocational education and training and post-compulsory education research, will contribute to the seminars.

The potential contribution of longitudinal tracking data about the progression of both apprentices and FE college learners into higher education and employment will be explored. The dissemination events, outputs and further research funding proposals will build on the University of ÐÓ°ÉappÏÂÔØ BIS-funded research report, Progression of Apprentices into Higher Education and on Progression into Higher Education from London's FE Colleges (forthcoming, 2013). The project will work with Jim Dimond, FE & Skills Directorate, Department for Business, Innovation & Skills (BIS), to consider appropriate policy recommendations for government arising from the research.

Overseen by a user-focused steering group and academic strategic planning group, the series will engage international and UK academic researchers, policymakers, providers and non-academic users to report and critique the results of research, consider new evidence, debate methodological issues, formulate research questions and make recommendations for the future. The steering group will include the FE and Skills Investment Directorate BIS representatives as well as members from UVAC, NIACE, LSIS, PwC, City and Guilds Skills Development Centre and Second Wave Youth Arts. The Academic Strategic Planning Group will be chaired by Professor Jameson and will include professors from the Institute of Education, King's College London, Birkbeck College, the London School of Economics and Political Science, and from Southampton, Birmingham, Huddersfield, Sheffield, Warwick and Wolverhampton universities.

Future potential for highly significant and valuable research into tracking the progression of all learners across the UK from further education and apprenticeships into higher education will be the subject of new research funding proposals emerging from the project.

Leadership Foundation for Higher Education: Leadership Values, Trust and Organisational Cultures in a Recession in UK Higher Education

This project on leadership in higher education, funded by the Leadership Foundation, is an evidence-based examination of leadership values, trust and organisational cultures in the recession in higher education in the UK, in a post-Browne, post-CSR environment, in the context of cuts to funding and large increases in student fees. The project was developed from extensive experience of higher and post-compulsory education leadership, governance and management research over the past three decades, considering diverse contexts from elite to mass participation institutions, and a wide range of international higher education environments, including emerging trends in online leadership.

The authors consider prior instances in which HE provision has been reduced (how/ why/ what was the outcome), the background and purposes of the Browne Review and CSR, the ways in which these proposals been received within HE, and their current and likely future effects on organisational cultures. The role of trust in the governance, leadership and management of UK HE and its links to leadership values and organisational culture was considered. The fundamental purposes and role of higher education as a 'public and personal good' in this changing environment was investigated, as were the opportunities and challenges to leadership of online learning.

Having considered the evidence, the authors drew up a range of recommendations to inform leadership values, the building of trust and renewed capacity for innovation in UK higher education for leaders, managers and governors in current and future challenging times. Recommendations include findings and leadership guidelines relating to strategic leadership for change, retrenchment and stringency.

Following data collection and analysis, a Leadership Foundation report on the project was submitted for publication (December, 2012) and the authors are now awaiting its final completion. A journal article by Professor Jameson was produced on the project findings in 2012: Jameson, J. (2012) Leadership Values, Trust and Negative Capability: Managing the Uncertainties of Future English Higher Education. Higher Education Quarterly, 66(4): pp. 391-414. Professor Jameson has also delivered several related conference presentations at the Society for Research into Higher Education (SRHE) Annual Conference (2010, 2011) and elsewhere.

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