Role
Dr Andrew Clapham is an Associate Professor based in the School of Social Sciences at Nottingham Trent University. Prior to his academic career, he taught science and mathematics in inner city secondary schools in London and Nottingham for 12 years. Andrew is a C20 Unit of Assessment Impact Case Study (ICS) lead for REF 2029, which focuses on developing mature governance systems. In conjunction with the University of Manitoba, Andrew has been awarded joint UKRI/ESRC and Social Sciences and Humanities Research Council of Canada funding to explore governance systems. He is an experienced doctoral supervisor with 17 doctoral completions - eight as Director of Studies - of which six were international candidates, seven female and four global majority. He has achieved Recognised Research Supervisor status from the United Kingdom Council for Graduate Education and is a Higher Education Academy, Senior Fellow.
Career overview
After completing his BEd at Thames Polytechnic, Dr Clapham began teaching science, mathematics and physical education in schools in East Ham and North Westminster in London, and after moving to Nottingham, at Djanogly City Academy. After being awarded an MA in research methods and his PhD from the University of Nottingham Andrew has undertaken a wide variety of roles including teacher educator; research centre Director; ethics committee Chair.
Research areas
Andrew is a policy sociologist and he examines governance and inspection systems as sociological constructs and their effect on public and social policy. His research has informed practice locally, nationally and internationally, and underpinned written evidence published by a Parliamentary Inquiry.
External activity
Andrew Chairs the Research and International Forum for the Universities Council for the Education of Teachers (UCET) and is a member of the UCET Executive. He also chairs the British Educational Research Association (BERA) Risk Assessment and Audit Committee; sits on the BERA Finance and Operations Committee; and served as an Executive Editorial Board member for the journal Pedagogy, Culture and Society.
Sponsors and collaborators
Dr Clapham has collaborated in research with a wide range of partners and funders including:
- GovernorHub
- Museu Nacional de História Natural e da Ciência Lisbon, Portugal
- MUSE - Museo delle Scienze, Trento Italy
Publications
Clapham, A. 2013. Performativity, Fabrication and Trust: Exploring Computer-Mediated Moderation. Ethnography and Education. 8(3), 371-387 DOI:10.1080/17457823.2013.792676
Clapham, A. 2015. “Answer Your Names Please”: A Small Scale Exploration of Teachers Technologically Mediated ‘New Lives’. Teachers and Teaching. Theory and Practice. 21(6), 366-378. DOI: 10.1080/13540602.2014.968893
Clapham, A. 2015. Producing the Docile Teacher: Analysing Local Area Under-Performance Inspection. Cambridge Journal of Education. 45(2), 265-280 DOI: 10.1080/0305764X.2014.955837
Clapham, A. 2015. Post-Fabrication and Putting on a Show: Examining the Impact of Short Notice Inspection. British Educational Research Journal. 41(2), 613-682 DOI: 10.1002/berj.3159
Clapham, A. 2016. Enacting Informal Science Learning: Exploring the Battle for Informal Science Learning. British Journal of Educational Studies. 64(4), 485-501 DOI: 10.1080/00071005.2016.1179716
Clapham, A, Eldridge J and R. Vickers. 2016. Legitimation, Performativity and the Tyranny of a “Hijacked” Word. Journal of Education Policy. 31(6), 757-772 DOI: 10.1080/02680939.2016.1181789
Clapham, A, and R. Vickers. 2017. Further Education Sector Governors as Ethnographers: Five Case Studies. Ethnography and Education. 13(1), 34-51 DOI: http://dx.doi.org/10.1080/17457823.2016.1253029
Clapham, A, and R. Vickers. 2017. Policy, Practice and Innovative Governance in the English Further Education and Skills sector. Research in Post Compulsory Education 22(3), 370-390 doi.org/10.1080/13596748.2017.1358518
Clapham, A, and R. Vickers. 2018. Neither a Lender nor a Borrower be? Exploring Mathematics ‘Mastery’ Policy Borrowing. Oxford Review of Education https://doi.org/10.1080/03054985.2018.1450745
Press expertise
- Education policy
- Education research
- School and college governance
- Cultural and arts education
- School and college inspection