Professor Jeremy Higham

Professor Jeremy Higham

Profile

Professor Emeritus of Education Policy

My research interests are in education policy, in particular secondary, further and higher education and the relationships between vocational education and training and work and young people's emerging identities as well as policy analysis and evaluation of national and local initiatives and programmes. I am a member of the Inclusion, Childhood and Youth Research Centre and of the Leeds Social Sciences Institute.

In terms of academic leadership, I was Dean of Social Sciences from 2010 to 2019 and a member of the University of Leeds Executive with responsibility for the strategic development of the social sciences at Leeds, including the Leeds Social Sciences Institute. I have acted as Pro Vice Chancellor for Learning and Teaching and am a former Pro Dean for Learning and Teaching.

Director of major evaluation and research projects

  • Changing the 14-19 school curriculum in England (ESRC)
  • National Evaluation of 14-19 Pathfinders (DfES/LSC)
  • Constructing a New Curriculum (ESRC)
  • Evaluation of IPAS (Becta/DfES)
  • Subject Identity and Curriculum Change
  • Vocational Projects in the Superhighways Initiative (NCET)
  • Assessment and Learning in GNVQ's (DFEE)
  • SITE IT (DFE)
  • Satellites in Schools Initiative (WOED)
  • Video Conferencing Support for Rural SMEs (DFEE)

Co-Director or member of evaluation and research projects

  • Vocational Specialisms in Specialist Schools (SSAT)
  • 16-19 Curriculum Policy and Provision
  • Monitoring Academic Achievement Post-16
  • The Impact of the Specialist Schools Programme (DFEE)
  • Evaluation of Independent/State Schools Partnerships (DFEE)
  • School Specialisation and Diversification in New Zealand
  • Evaluation of Improving Work Experience in GNVQ projects (DFEE)
  • Evaluation of Rochdale MBC TVEI (RMBC)

Key publications

  • Higham JJS, ‘Curriculum change: a study of the implementation of general national vocational qualifications’, Curriculum Journal, 14.3, 327-350 DOI: 10.1080/0958517032000137649
  • Higham JJS, Farnsworth VL, ‘What makes a course vocational? School-based work-related programmes in Canada in dialogue with a community of practice’, Journal of Education and Work, 25.4, 443-471 DOI: 10.1080/13639080.2012.708728
  • Higham JJS, Yeomans DJ, ‘Working Together: partnership approaches to 14-19 education in England’, British Educational Research Journal, 36.3, 379-401 DOI: 10.1080/01411920902960962
  • Higham JJS, Yeomans DJ, ‘Thirty years of 14-19 education and training in England: reflections on policy, curriculum and organisation’, London Review of Education, 9.2, 217-230 DOI: 10.1080/14748460.2011.585883
  • Farnsworth VL, Higham JJS, ‘Teachers who teach their practice: the modulation of hybridised professional teacher identities in work-related educational programmes in Canada’, Journal of Education and Work, 25.4, 473-505 DOI: 10.1080/13639080.2012.708726
  • Higham JJS, Yeomans DJ, ‘Curriculum Choice, Flexibility and Differentiation 14-19: the way forward or flawed prospectus', London Review of Education, 5.3, 281-297 DOI: 10.1080/14748460701661336
<h4>Research projects</h4> <p>Any research projects I'm currently working on will be listed below. Our list of all <a href="https://essl.leeds.ac.uk/dir/research-projects">research projects</a> allows you to view and search the full list of projects in the faculty.</p>