Small Grants

Small Grants Scheme

*SECOND CALL FOR APPLICATIONS APRIL 2022 *

Educational studies today and for the future: Threats, hopes and collaborations

The Society for Educational Studies invites bids from researchers interested in making an original contribution to knowledge in the field of educational studies on the theme: Educational studies today and for the future: Threats, hopes and collaborations. Applicants applying for these grants must be affiliated with a British university and will be asked to become members of the Society if they are not already members (Membership for 2022 is £30 per year [£20 students]). Small Grants are awarded with the purpose of stimulating new and insightful research in education.

The maximum grant available is £10,000 over one year (1st September 2022-31st August 2023). A maximum of three grants will be funded depending on the quality of the applications.

Rationale

As 2022 marks the 70th anniversary of the British Journal of Educational Studies, the field of educational studies, the UK, as elsewhere, remains in a somewhat paradoxical state. On the one hand, educational studies in the UK remains a vibrant and diverse field bolstered as it has been by intensified internationalisation, interdisciplinarity, and interest in comparative studies in education. On the other hand, educational studies continues to face a number of existential threats. These threats include a constraining higher education research and policy environment, persistent concerns about the relative academic status of university departments and schools of education, and the prioritisation of technical knowledge over the academic insight and wisdom offered by the core disciplines that give intent and meaning to the field.

In this complex context, and with due recognition of the principles upon which the British Journal of Educational Studies was established, applications for small grants are invited to undertake new and original research that responds in some way to at least one of the following questions:

  • How is educational studies organised and perceived in universities today?
  • What are the vital internal and external factors that impact on educational studies today? Are these new or longstanding?
  • What are the key issues for educational studies today and over the next 30 years?
  • How has the internationalisation of educational studies impacted the field within and across national and local contexts?
  • What opportunities, as well as threats, are apparent for educational studies post-pandemic?
  • Can collaboration within fields of educational studies offer hope for the future, and if so in what ways?

One of the key aims of the 2022 Small Grants is to encourage new research on these broad questions, with fresh perspectives and themes.

We especially encourage applications from early career academics.

Successful applicants will be expected to present on a relevant theme of their award at the Society for Educational Studies’ 2022 Annual Colloquium to be held at Oriel College, Oxford, September 22nd-23rd 2022.

Applications 

Application forms for grants up to £10,000 are available electronically

Applications failing to adhere to the submission guidelines will not be considered. Applicants should ensure that the bids have appropriate and clear research aims and objectives. These should be realistic given the size of the grants offered through the scheme.

Please note that in relation to costings, the SES is not able to meet full economic costing on account of its charitable status. Non-FEC salary costs of up to a total of £5,000 will be considered in relation to an application. This may include payment for research-based activities which can be carried out by any person rather than a specific individual e.g. when undertaking interviews or preparing transcriptions. At the present time, the Society will not pay costs for open access publishing.

Completed application forms should be sent as a single pdf email attachment clearly headed ‘SES 2022 Small Grant application’ to Prof. Andrew Peterson ([email protected]), Prof. Hazel Bryan ([email protected]), and to Aidan Thompson ([email protected]). The deadline for applications is 17.00 hours on FRIDAY 24th JUNE 2022.  Late applications will not be considered.

Applicants are required to provide:

  • the names of two academic referees;
  • and a letter of support from their educational institution.

Applicants are required to acknowledge the support of the SES in any publications resulting from their research.

Successful awards will be expected to begin on/before 1st September 2022.  Recipients are required to submit a progress report on their research within six months of the project start date. In addition, a final report should be submitted to the Administrator of SES no later than six months after completion. Appropriate publications in academic and/or professional journals will also be expected.

Applications cannot be considered for the following expenses:

  • Salary costs at full economic costing;
  • Supply cover for teachers or other educational workers involved in the project;
  • Any administrative overheads charged by educational institutions;
  • Equipment such as computers, tape or video recorders;
  • Conference fees;
  • Registration, tuition or examination fees for diplomas or degrees;

Travel, subsistence and accommodation costs can only be considered for visits to educational institutions or settings directly connected with the research and should be clearly specified and costed.

The decision of the Executive Committee is final and no correspondence will be entered into regarding unsuccessful applications.

 

Details of the previous 2020 Anniversary Small Grant Awards are available here.

Reports relating to previously-funded projects are available to view below.

Final Report Downloads

Ellis, H. British Students Study Abroad: From Robbins to Erasmus

18/08/2021
Parker, S. The Bishops and the Board Schools

18/08/2021
Clancy, S. Adult education funding, civil society and the state: boldness and compromise in the 1918 Education Act and the 1919 Report on Adult Education

18/08/2021
Hoare, L. Roger Noel Armfelt’s contribution to Educational Reform, 1918–1955

18/08/2021
Laqua et al. University Access and Student Life in the Aftermath of the Great War

18/08/2021
Perotta, C. & Garside, C. ‘Exploring the interface between culture, technology and experience: a critical perspective on digital making in education’

2018-08-22
Fisher, H. ‘And what about the girls? An exploration of the perspectives of White British FSM (Free School Meals) females: transition, identity and achievement (Part 2)’ (pdf)

Gulliford, L. & Morgan, B. ‘Taking ‘Thanks’ for Granted: Unravelling the Concept of Gratitude in a Developmental, Cross-Cultural Analysis.’ (pdf)

Hordern, J. ‘Characterisation of the ‘region’ of early years professional knowledge’ (pdf)

Black, A. ‘Lesson planning for diversity: Examining lesson planning and reviewing processes in relation to teachers’ understandings of learner difference and diversity’ (pdf)

Buckley, C. ‘Emerging academic identities through involvement in teacher development programmes. A case study involving six higher education institutions across Wales.’ (pdf)

Durrant, I ‘Measuring the impact of the Pupil Premium in relation to alternative learning.’ (pdf)

Fuller, C ‘Outdoor adventure activities and their impact on the educational attainment, confidence and aspirations of underachieving children from lower socio-economic groups: a pilot study.’ (pdf)

Gilbert, T. ‘Enhancing Group Critical Thinking: A Study of Inclusivity Strategies for Dismantling Ethnocentrism and Competitive Stress in the HE Seminar’ (pdf)

Griffiths, M. & Makapoulou, K. ‘Contextually Sensitive Evaluation Tools for School Based Professional Learning: A Feasibility Study’ (pdf)

Hargreaves, E. ‘How teachers of all disciplines use Masters degree studies in education to support learning in their professional lives’ (pdf)

Hempel-Jorgensen, A. ‘Learner agency in urban primary schools’ (pdf)

Jackson, C. & Dempster, S. “Laddism” in Higher Education’ (pdf)

Lanskey, C. ‘Educational Pathways of Young People in the Youth Justice System: A Case Study.’ (pdf)

Simpson, D. ‘A UK-US investigation of early education practitioners’ opinions about child poverty and its prioritizing within their practice’ (pdf)

Wood, Phil and Cajkler, Wasyl ‘Beyond Communities of Practice: investigating and developing the professional learning of trainee teachers through Lesson Study.’ (pdf)

Woodin, T. ‘Evaluating co-operative schools – a pilot project’ (pdf)

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