The Institute for Education Policy Research (IEPR) is an academic research centre located within the Faculty of Business, Education and Law at Staffordshire University. The Institute comprises leading academics, research fellows, visiting professors, former headteachers and other professionals from across the field of education. Staff are involved in a range of teaching programmes including foundation, bachelor, masters and doctoral degrees, and our courses are highly rated by UK professional bodies including Ofsted and the Quality Assurance Agency.
IEPR members also share a commitment to critical and transformative research and to investigating the part played by education (in its broadest sense) in the quest for social justice. Staff have extensive experience of qualitative and quantitative research, much of which focuses on the learning experience of non-traditional students in compulsory and post-compulsory education, with an emphasis on adult learning and marginalised learners. IEPR researchers have been involved in advising and reporting on aspects of educational policy at national levels. Consultancy work has been carried out for government departments and agencies (e.g. Department of Education, the Higher Education Funding Council and the Learning and Skills Development Agency), and educational charities (e.g. Joseph Rowntree Foundation and the Sutton Trust). Researchers also have experience of working on EU projects.
Previous projects have included a review of the literature on barriers to widening participation in learning, approaches to qualifications through negotiated work based learning, educational decision making, developing effective Information, Advice and Guidance, the role of learning brokerage in engaging marginalised learners, student withdrawal and evaluations of widening participation initiatives such as Aimhigher, enterprise education and research-informed teaching. In addition doctoral research has explored the role of self-efficacy in the educational decision making of disadvantaged young people, relationships between different types of self-perceptions and their relation to motivation, aspirations, and academic performance, and the role of adult education in addiction recovery.
Further information on the work of the IEPR can be found at: