Alison joined NTU in 2010 as the course leader for the Undergraduate Teacher Training course for Secondary Design and Technology Education.
Between 2017 and 2022, she led the MA Education courses in the Nottingham Institute of Education.
Prior to working at NTU, Alison was a Director of Curriculum at Tresham College in Northamptonshire. This role included strategic responsibility for the 14-19 curriculum at the College and working with partnership schools in four East Midlands counties which included over thirty secondary schools.
Alison has worked in four secondary schools as a design and technology (D&T) teacher; in two of them she was the head of department for D&T. She has also worked at the University of West Bohemia in the Czech Republic.
Alison’s primary research focuses on the values stakeholders attribute to different school subjects, and the effect this has on curriculum policy enactment. She has developed a subject-values framework that is used to analyse the origins and consequences of the values people attribute to school subjects.
Through her work she has researched the specific values attributed to design and technology education. Alongside this she has undertaken research into the use of technology-enhanced learning in schools and HE, including the innovative use of social media to support collaborative learning.
Alison is also researching strategies to help academics and doctoral students maintain and change their writing habits through the use of motivational interviews.
Understanding the values attributed to school subjects and the relationships between the attributed values and pupils' engagement and motivations.
Exploring the future of design and technology education.
Using writing meetings as a support for PGRs and ECRs academic writing.
Current Doctoral Students
Malika Belmissoum, An investigation into the delivery of MA dissertation in relation to the pedagogy of research methods and supervision instructions.
Suzanne Gomersall, Evaluating the impact of teaching children practical cooking and nutrition skills on children’s attitudes and behaviour towards healthy eating. (Director of Studies)
Hayley Queen. Using virtual reality with Operating Department Practice students (Lead supervisor)
Claire Vickery, Exploring Teacher Perceptions about the Decline of D&T in Secondary School Contexts (Lead Supervisor)
Kim Western, Developing authentic academic assessment practices on Creative Technology courses. (Co-supervisor)
Previous Doctoral Students
Paballo Mokenela, Blended and Distance Learning Pedagogy in Higher Education:A Case Study of The National University of Lesotho.
Opportunities to carry out postgraduate research towards an MPhil/PhD exist in Nottingham Institute of Education and further information may be obtained from the NTU Doctoral School.
University of LImerick (2022 - ongoing)
University of Glasgow
University of Roehampton
University of Brighton
University of Sunderland
University of Hertforshire: MA Education framework
International Journal of Technology and Design Education
Design and Technology Education: An international journal
Pedagogy, Culture and Society
PRISM: Casting New Light on Learning, Theory and Practice
Teacher Education Advancement Network Journal
Consultancy and BespokeTraining
St Paul's Academy, London
West Country Schools Trust
Learning and Skills Improvement Service
Trinity School, Newbury
Noel Baker School
Trustee for the Design and Technology Association
Member of the National Curriculum advisory group
Alison hosts the Talking D&T podcast, where she shares ideas, news and views about design and technology and interviews teachers and researchers from the design and technology community, including:
Sponsors and collaborators
Dr Matt McLain
Professor Rowena Murray
Dr Morag Thow
Dr Michelle Smith
Dr Gilian McLellan
HARDY, A., MURRAY, R., THOW, M. and SMITH, M. 2020. ‘So maybe I’m not such an imposter’: becoming an academic after a life as a teacher-practitioner, Higher Education Research & Development, DOI: 10.1080/07294360.2020.1835835
HARDY, A., 2018. Using design fiction to teach new and emerging technologies in England. Technology and Engineering Teacher, 78 (4), pp. 16-20. ISSN 2158-0502
HARDY, A., 2017. The consequence of school performance measures – inequality of access and opportunity. Race Equality Teaching, 34 (2), pp. 39-43. ISSN UCL IOE Press
HARDY, A., 2017. Defining the value of a school subject. PRISM: Casting New Light on Learning, Theory and Practice, 1 (2), pp. 55-82. ISSN 2514-5347
HARDY, A. 2022. Debates in Design and Technology Education. (2nd ed.). Routledge
HARDY, A. 2021. Learning to Teach Design and Technology in the Secondary School (4th ed). Routledge
WAKEFIELD, D. and HARDY, A., 2022. Government policies and design and technology education. In: A. HARDY, ed., Debates in design and technology education. 2nd ed. Debates in Subject Teaching . Abingdon: Routledge. ISBN 9780367763732
PRAJAPAT, B., SINCLAIR, R. and HARDY, A., 2022. How do we do race in design and technology?In: A. HARDY, ed., Debates in design and technology education. 2nd ed. Debates in Subject Teaching . Abingdon: Routledge. ISBN 9780367763732
HARDY, A., 2017. How did the expert panel conclude that D&T should be moved to a basic curriculum? In: E. NORMAN and K. BAYNES, eds., Design epistemology and curriculum planning. Rothley: Loughborough Design Press, pp. 18-21. ISBN 9781909671157
Should I stay or should I go (from Twitter)? (November 2022)
MA Education: Dare to think differently (October 2020)
- Curriculum development and design
- School subjects and policy implementation
- Values in education
- Design and technology epistemology
- Supporting academic writing