Maureen K. Michael is an interdisciplinary academic with expertise as artist, social scientist and educator applied to contemporary practice issues in professional education education and academia.
Working previously as an independent consultant with public sector arts organisations, Dr Michael (she/her) brings a distinctive professional profile that enriches our research environment and academic culture.
Research Group Leader for Education Practice/Theory (see Research).
Programme Director for the MSc Professional Education and Leadership (see Teaching).
Vice President Secretary, Visual Sociology Research Committee of the International Sociological Association
General Teaching Council Scotland The General Teaching Council for Scotland
Dr Michael's interdisciplinary research explores professional learning in education through visual methods and sociomaterial theory.
With Professional Education and Leadership colleagues, Dr Michael is committed to mobilising our research, through our teaching and consultancy, to create positive change in professional learning for education contexts.
Dr Michael leads the dynamic Education Practice/Theory Research Group - a membership of 70+ academics and doctoral researchers variously exploring solutions to social issues through education research.
As Principal Investigator for 'A Visual Study of Professional Learning in Closing the Poverty-Related Attainment Gap', Dr Michael is leading this innovative art-based research project funded by the Carnegie Trust Research Incentive Grant, 2021-2022.
Additionally, Dr Michael has a research interest in visualising academic writing practices; and advises internationally on strategic approaches to interdisciplinary research writing.
Michael M & Murray R (2019) The Joy of Writing [The Joy of Writing - A Collaboration of Image and Text]. Lochwinnoch, Scotland: Anchorage Educational Services. https://roomforwriting.co.uk/the-joy-of-writing/
Michael M (2019) A Visual Study of an Academic Writing Skills Workshop – an Example from Brazil. 2019 SRHE Annual Research Conference, Newport, Wales, 11.12.2019-13.12.2019. https://www.srhe.ac.uk/conference2019/downloads/SRHE_ARC_Abstracts_2019.pdf
Watson C & Michael MK (2016) Translations of policy and shifting demands of teacher professionalism: from CPD to professional learning. Journal of Education Policy, 31 (3), pp. 259-274. https://doi.org/10.1080/02680939.2015.1092053
Drew V, Priestley M & Michael MK (2016) Curriculum Development Through Critical Collaborative Professional Enquiry. Journal of Professional Capital and Community, 1 (1), pp. 92-106. http://www.emeraldinsight.com/doi/pdf/10.1108/JPCC-09-2015-0006; https://doi.org/10.1108/JPCC-09-2015-0006
Fenwick T, Doyle S, Michael MK & Scoles J (2015) Matters of Learning and Education: Sociomaterial approaches in ethnographic research. In: Bollig S, Honig M, Neumann S & Seele C (eds.) MultiPluriTrans in Educational Ethnography: Approaching the Multimodality, Plurality and Translocality of Educational Realities. Bielefeld, Germany: Transcript Verlag/Columbia University Press, pp. 141-162. http://cup.columbia.edu/book/multipluritrans-in-educational-ethnography/9783837627725
Michael MK (2014) ArtHunter - Research Report: Mobilising new experiences for museum staff and visitors’. Digitial R&D Fund for the Arts. http://artsdigitalrnd.org.uk/wp-content/uploads/2014/06/CReATeS_ResearchReport_NationalGalleriesScotland.pdf
Michael MK & Munday I (2014) Material and Aesthetic Tensions Within Arts-Based Educational Research: Drawing Woodpaths. In: Smeyers P & Dapaepe M (eds.) Educational Research: Material Culture and its representation. Educational Research, 8. Cham, Switzerland: Springer, pp. 145-162. http://link.springer.com/chapter/10.1007/978-3-319-03083-8_10
Squires C, Eikhof DR, Fenwick T, Ray Murray P, Grindle M, Millar F, Mackenzie N, Michael MK, Berridge S, Beech N, Greig G & Carter S (2012) CReATeS - Consortium for Research into Arts and Technology in Scotland. 2012. http://www.creates.stir.ac.uk/
Michael MK (2011) An Image of Possibility: Illustrating a Pedagogic Encounter with Culture. International Journal of Art and Design Education, 30 (3), pp. 340-348. https://doi.org/10.1111/j.1476-8070.2011.01727.x
Michael MK (2009) Doors to Knowhow: Art-Based Research Practice in Pedagogical Inquiry. In: Blenkinsop S (ed.) The Imagination in Education: Extending the Boundaries in Theory and Practice. Newcastle upon Tyne: Cambridge Scholars Press, pp. 112-128. http://www.cambridgescholars.com/the-imagination-in-education-14
Dr Michael is Programme Director for the MSc Professional Education and Leadership, a highly-regarded postgraduate degree attracting post-qualified educators and leaders from across Scotland.
Dr Michael coordinates the professional enquiry (dissertation) modules of the MSc Professional Education and Leadership - leading highly skilled practitioners in a professional learning methodology unique to the University of Stirling, 'Critical Collaborative Professional Enquiry' created through the research of Associate Professor Valerie Drew and instrumental in shaping the professional learning practices and policies in Scottish education.
Dr Michael supervises doctoral students with interests in creative education; arts-based research methodologies; professional practices; and sociomaterial approaches to education and research. Her current cohort of doctoral students reflect her capacity for interdisciplinary research with projects situated in Dementia Studies, Social Work and Social Policy, as well as Education.
In recognition of Dr Michael's key contribution to high quality student and colleague learning she was awarded Senior Fellow of the Higher Education Academy (now Advance HE). Dr Michael mentors colleagues in HE teaching and learning through the innovative Stirling Framework for Enhancing Learning and Teaching (SFELTE)
Senior Fellow of the Higher Education Academy Higher Education Academy