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Dr Duna Sabri

Visiting Research Fellow

sabrid

Contact information:

Email: duna.sabri@kcl.ac.uk

 

 

 

I am a Visiting Research Fellow at the Centre for Public Policy Research, King’s College London. My research is in the sociology of higher education, pedagogy, leadership and institutional and national policy relating to HE.  

As an independent researcher since 2007, I am commissioned to carry out institutional research projects within HE. I have just concluded a longitudinal study of students’ experiences and identities which explores the causal mechanisms that underlie statistical differences in students’ attainment outcomes. I have undertaken institutional projects that range across six universities with diverse missions. These have addressed student retention, attainment, assessment and feedback practices, student evaluations of teaching and academic-administrative working relationships.

My published work critiques the concept of ‘the student experience’ and explores HE policy discourses.  In collaboration with colleagues at King’s and elsewhere, I contributed to a HEFCE- commissioned review of the causes of differences in students' outcomes

I am a member of the British Sociological Association, and the Society for Research into Higher Education

 

Publications

(2017) Invited chapter: Do religion and belief belong in ‘the student experience’? In Aune, K. & Stevenson, J. (eds) Religion and Higher Education in Europe and North America. Abingdon, Oxon & New York: Routledge  

(2015) with A. Mountford-Zimdars, J Moore, J. Sanders, S Jones The Causes of Differential Outcomes for HE Students in England, HEFCE

(2013) Student evaluations of teaching as ‘fact-totems’: The case of the UK National Student Survey, International Studies in the Sociology of Education

 (2011) What’s wrong with ‘the student experience’?  Discourse: Studies in the Cultural Politics of Education 32(5)

(2010) Absence of the academic from higher education policy, Journal of Education Policy 25(2) pp 191-205.

(2008) Faith in academia: integrating students’ faith stance into conceptions of their intellectual development (with C. Rowland, J. Wyatt, F. Stavrakopoulou, S. Cargas and H. Hartley), Teaching in Higher Education, 13(1) pp 43-54.

Invited Blog: The emotional labour of equalities work (2017)

https://www.ecu.ac.uk/blogs/the-emotional-labour-of-equalities-work-2/

 

Reports

(2017) Students’ Experience and Identity: Final Year report of a 4-year longitudinal study

(2016) Student’s Engagement with Industry and communities of practice: Year 3 report of a 4-year longitudinal study

(2015) Students’ practice and identity work in art and design: Year 2 report of a 4-year longitudinal study

(2014) Becoming Students in art and design ‘Signing up to the intellectual project that is the course’? Year 1 report of a 4-year longitudinal study

(2014) Staff and students’ experiences of feedback and assessment in 10 modules across five disciplines in a UK university

(2013-14) Staff and students’ expectations of course organization and management at a UK university (3-part evaluation)

(2012) Students’ engagement in industry projects at a UK university: tensions between enterprise and educational imperatives

 (2011) An evaluation of marking criteria at the University of the Arts London (UAL) http://www.arts.ac.uk/media/arts/about-ual/teaching-and-learning-exchange/new---shared-practice/An-Evaluation-of-marking-criteria-at-UAL.pdf

(2010) Student departure and persistence in art and design, UAL. Website: https://teachingexchange.arts.ac.uk/reports/persistence/introduction/index.html

 

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