Muir Houston
Muir's main research interests are around issues of widening participation; social inclusion; and the student experience in all its manifestations. In addition, he has published with colleagues on the relationship between class and sectarianism on Clydeside in Victorian Britain. Muir is proficient in both qualitative and quantitative methods and methodologies and often uses a complementary mixed methods approach.
Muir is currently involved in three EU funded projects under the Grundtvig programme looking at issues of adult education and traning; lifelong learning cities and regions; and access to HE for mid-life adults. Further details and a range of donwnloadable materials and resources can be found at the websites:
R3L+ Project - Adult education in the light of the European Quality
Strategy
http://www.learning-regions.net/
GINCO Project - Grundtvig International Network of Course Organisers
http://www.ginconet.eu/
THE-MP - Tertiary Higher Education for People in Mid-life
In addition, Muir is involved with Professor Mike Osborne (School of Education) and Professor Mary Ann Lumsden (Medical School) in a longitudinal study which attempts to raise awareness of and aspirations to enter higher education with pupils from schools all across Scotland with a particular focus on programmes of study which lead to a career in the health sector.
Fellow of the Higher Education Academy (FHEA)
Brennan, J. Edmunds, R. Houston, M. Jary, D. Lebeau, Y. Osborne, M. & Richardson, J., 2009. Improving What is Learned at University: An Exploration of the Social and Organisational Diversity of University Education. London: Routledge.
Foster, J. Houston, M. & Madigan, C., 2008. Sectarianism, Segregation and Politics on Clydeside in the Later Nineteenth Century. In Mitchell, M.J. ed., New Perspectives on the Irish in Scotland, Edinburgh: Birlinn. Ch. 5.
Houston, M. ed., 2008 The Teaching-Research Interface: Implications for practice in FE and HE. Bristol: ESCalate.
Houston, M., Lebeau, Y. & Watkins, R., 2009. Imagined transitions: social and organisational influences on the student life cycle. In Field, J. et al. eds., Researching Transitions in Lifelong Learning. London: Routledge. Ch. 12.
Houston, M. and Rimmer, R. 2010. School mathematics and university outcomes, in Marr, C and Gove, M (eds) Responding to the Mathematics Problem: Implementation of Institutional Support Mechanisms, York: Maths, Stats and OR Network
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