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Rob is currently involved in research into Apprenticeships in England (funded by the Gatsby Foundation) and in researching Social Justice and Leadership in Further Education (funded by FETL). The Transforming Lives project looking at transformative teaching and learning in further education with Vicky Duckworth is in its third year in which further ed practitioners are being supported to research their practice.

He also has an ongoing interest in researching HE space and time using rhythmanalysis and hauntological perspectives.

• Further education policy
• Videography and creative methods in research
• Collaborative writing and research

BA (Hons), PGCE, PhD

• TransformativeÌýteaching and learning
• HE space
• FE architecture
• FE performance data and teaching and learning
• Leadership and social justice in Further Education
• Vocational education and apprenticeships

Smith, R. (2017) Area Reviews and the end of incorporation: A Machiavellian moment. In Daley, M., Orr, K. and Petrie, J. 2017. The Principal. London: UCL IoE Press.

Smith, R. (2017) Building colleges for the future: pedagogical and ideological spaces. Journal of Education Policy.Ìý 32:6, 855-870

Smith, R. (2015) College re-culturing, marketisation and knowledge: the meaning of incorporation,ÌýJournal of Educational Administration and History, 47:1, 18-39.

Co authored

Dakka, F and Smith, R. (2019) ‘An exploration of rhythms in the contemporary academy: time, space and affect’. In Huisman, J. and Tight M. (eds) 2019.ÌýTheory and Method in Higher Education Research; ISBN No: 978-1-83867-842-5.

Duckworth, V. and Smith R. (2019) Research, criticality & adult and further education: catalysing hope and dialogic caring. In Hamilton, M and Tett, L. 2019. Resisting the neo-liberal discourse in Education: local, national and transnational perspectives. London: Policy Press.

Bennett, P. and Smith R. (Eds). (2018) Identity and resistance in further education.Ìý London: Routledge.

Duckworth, V. and Smith, R. (2018) ‘Further educations: transformative teaching and learning for adults in times of austerity’. In: Boeren, E. & James, N. (2018). Being an adult learner in austere times. London: Palgrave-Macmillan.

Duckworth, V. and Smith, R. (2018) "Breaking the triple lock: further education and transformative teaching and learning",ÌýEducation & Training, 60(6): 529-543

Gallagher, C. and Smith, R. (2018) The Experience of Ofsted: fear, judgement and symbolic violence. In Bennett, P. and Smith R. (Eds). 2018. Identity and resistance in further education.Ìý London: Routledge.

Gleeson, D., Hughes, J., O’Leary, M. and Smith, R. (2015) The state of professional practice and policy in the English further education system: a view from below,ÌýResearch in Post-Compulsory Education, 20:1, 78-95.

Smith, R. and Wright, V. (2015) The possibilities of re-engagement: cultures of literacy education and so-called NEETs,ÌýResearch in Post Compulsory Education. 20(4), 400-418.Ìý(Smith as lead writer)

Smith, R. and O’Leary, M. (2015) ,ÌýJournal of Educational Administration and History, 47:2, 174-192, (Smith as lead writer).

Wright, V. & Smith, R. (2014) ,ÌýRaPaL, Volume 83, 7-15.Ìý

Garbett, G., Orrocks, D. and Smith R. (2013) Culture Clash: Mentoring student Literacy educators in a marketised and instrumentalist FE policyscape,ÌýResearch in Post Compulsory Education, Volume 18, No.3, 239-256. (Smith as lead writer)

Smith, R. & O’Leary, M. (2013) , Journal of Educational Administration and History. Volume 45, No. 3, 244-266. (Smith as lead writer).

Recent research project with Dr Vicky Duckworth