Martin Dyke is a Professor and Head of Southampton Education School.
He is currently accepting PhD applications in the following areas:
- Experiential Learning
- Lifelong and Work Related Learning
- Critical Realism
- Widening Participation
- Lifelong Learning and Work-related Learning
- Experiential Learning
- Technology Enhanced Learning
- Educational transitions and Widening Participation in Education
- Educational partnership and employer engagement
Martin’s research is focused on policy, professional practice and innovation in post-school education. An understanding of decision-making and the social context of education are central to finding innovative (including but not exclusively e-learning) approaches that enable participation for people who would otherwise not engage in education or training. Martin’s approach is theoretically close to the realist position of Ray Pawson and the critical realist position of Margaret Archer. The aim is to use an understanding of the context and circumstances in which education takes place in order to develop interventions aimed at improving education outcomes and finding out what works for whom in what circumstances and why. Martin’s research is aimed at improving educational practice and enabling participation that supports learners in finding their way through a complex and rapidly changing world of work and lifelong learning.
Martin has taught on a number of undergraduate and postgraduate modules throughout his career. He is currently teaching the following subjects:
- Teaching and Learning
- Pedagogy and Learning Theory
- Lifelong Learning
- Sociology of Education
Martin has supervised the following PhD Students to completion:
Denise Douglas: The role of human relationships in learning
Julia Forster: Bridging the gap: using therapeutic models of psychology to develop Teachers' Management of classroom behaviour
Mark Howarth: Critical thinking in further education
Penelope Joyce: Professional confidence in DipHE Operating Department Practice Students
Ian Laurie: The Apprenticeship Triquetra: The relationship between Government, education and employment in the delivery of apprenticeships
Ying Peng: Washback effects of speaking tests on Chinese learners of English
Sheila Reading: Identifying good academic supervision - student and academic views
Brian Seggie: Initial police training for the 21st century – is the assessment strategy fit to meet the needs of the organisation and the public?
Zhuoke Yu: Stakeholders' perceptions of quality in private higher education in China
Martin’s research includes learning and participation; primarily focused on how to engage people in lifelong learning. The approach to learning is illustrated in his own framework for experiential or reflexive learning and he has published widely in this area (Dyke 2001, 2006, 2009, 2012). Research on participation has focused on transitions such as those from school to college, or from college or work to higher education.
- Vice Chancellor's Award for Teaching (2008)
- Asako Okukubo Prize for Excellence in Doctoral Thesis. (2001)