Dr Annette Fillery-Travis
M: 0788 4256765
Annette is currently Programme Coordinator for the M/DProf at Middlesex University where she is a senior coach educator, researcher and author
Within her first career Annette was a senior scientist and developed an extensive research publication list with over 60 peer reviewed journal publications. She continues to be a Fellow of the Royal Society of Chemistry and was the first female Chair of The Food Group from 2002-2005 and Visiting Professor in Colloid Science at the Sante Fe Institute, Argentina in 2000-4.
After obtaining a Masters in Professional Development and Science Management, Annette began a second career with the Professional Development Foundation (a not-for-profit research trust) as Programme Director and then as CEO. She has designed leadership programmes (as internal programmes and part of an external Masters degree) for public sector managers and school leaders, and manager coach training programmes across a range of sectors. On secondment to the Centre for Educational Leadership at the University of Manchester in 2008 she was responsible for the overhaul of the Masters in Educational Leadership, an advanced CPD offer for Senior Managers and Head Teachers in Secondary Education. At PDF she was Programme Director for the Master degree programme accredited since 2002 by Middlesex University with specialist titles in leadership development and coaching. In 2010 Annette moved full time to Middlesex University where she is part of the faculty for the Professional Doctorate at the Institute of Work Based Learning. Her research interests include the role of doctorate supervisor/advisor as coach.
Recent Coaching Publications include:
Lane, Jarvis and Fillery-Travis: The Case for Coaching -Making evidence-based decisions on coaching. CIPD publications (2006)
Fillery-Travis A (2012). Providing the framework for exploration and creation of knowledge in a DProf programme accepted in Studies in Higher Education (highest ranking journal in area)
Passmore, J and Fillery-Travis A (2011) A critical review of executive coaching research: a decade of progress and what's to come, Coaching: An International Journal of Theory, Research and Practice Vol. 4, Iss. 2
Fillery-Travis A and Sexton E (2011). Researching their own practice-the competencies required by practitioner researchers EMCC Research Conference Proceedings of the 1st EMCC Research Conference July Twente NL.
Fillery-Travis A and Lane D (2006); ‘Does Coaching Work or are we asking the wrong question?’ International Coaching Psychology Review, Vol 1, Iss. 1, pp 23-37
Dr Andrew Loxley
Dr Andrew Loxley is a sociologist by trade and PhD graduate from the University of Bath (1999), he has been involved in a number of small and large scale research projects both in Ireland and in the UK around social inclusion, as well higher education policy and practice and research methodology. As an associate professor he has been in TCD since 2002 (having been both Director of Postgraduate Teaching and Learning and currently Director of Research in the School) and before that a lecturer in the School of Education at the University of Leeds and prior to that a research fellow at the Open University. He has recently been involved in a number of projects looking at the changing nature Irish higher education, in particular macro policy changes, as well as the ‘lived’ student experience of higher education. He is also a member of the Cultures, Academic Values and Education (CAVE) research centre in the School of Education and currently Director of the Professional Doctorate in Education. He is co-editor with other colleagues in the CAVE of ‘Higher Education in Ireland: Practices, Policies and Possibilities’ to be published by Palgrave Macmillan in March 2014.
Rosemarye T. Taylor
Rosemarye T. Taylor
University of Central Florida
Dr. Taylor is Interim Associate Dean for Graduate Affairs and Professor of Educational Leadership at the University of Central Florida. Her specialty is systematic leadership to improve student achievement prekindergarten through university doctoral programs.
She has published seven books and numerous articles in respected journals such as Kappan, Educational Leadership, Middle School Journal, The National Staff Development Journal, Educational Research Service Spectrum, International Journal of Mentoring and Coaching in Education, AASA Journal of Scholarship and Practice, and International Journal of Education Management. Also, she is editor of the International Journal of Educational Leadership Preparation and co-editor for Higher Education Skills and Workplace Learning Special Issue on Professional Doctorates (April 2014).
As Principal Investigator for a Job Embedded Teacher Preparation Grant that exceeds over $10,000,000, she provided leadership to improve STEM teacher preparation. Previously, she was Co-Principal Investigator for the UCF Progress Energy Leadership Institute that represented $1,300,000 in funds to serve 13 school district leadership teams from 2003-2008.
Recent service includes: President and Past President--Florida Association of Professors of Educational Leadership, Executive Board Member--Florida Association of School Administrators, and co-developer--International Conference on Doctoral Education.
Thomas Vitale, Ed.D.
Thomas Vitale, Ed.D. has dedicated his career to education: as a K-12 classroom teacher; an assistant principal; an academic director; a doctoral program coordinator; and a higher education instructor. He holds certifications in education leadership, superintendency, and elementary education; and is an active participant in lifelong learning and professional development. Dr. Vitale received his Ed.D. from the University of Central Florida in Orlando, Florida where he now serves as the Coordinator of the Ed.D. in Education program with a wide range of responsibilities, including: program designer; course dissertation committee leadership and service; core course instructor; and active member of the Carnegie Project on the Education Dissertation (CPED) community where he serves as a representative of UCF, a frequent presenter, communications contributor, and a principal investigator.
Kari Whaley is currently a doctoral student at the University of Central Florida in the Ed.D. in Educational Leadership program. Kari received a Bachelor of Science degree from Florida State University in Interdisciplinary Social Sciences and Master of Arts degree in Social Studies Education from Columbia University in the City of New York, where she published her action research graduate thesis on document based high school curriculum and its impact on student engagement. After completing her degree, Kari attended Georgetown University as a James Madison Fellow in 2013. Kari has served as a special assistant in the United States Senate, and as a high school teacher for both virtual and brick and mortar schools.
Colton Tapoler is a current doctoral student in the EdD in Educational Leadership program at the University of Central Florida. Colton received both a Bachelor of Science and Bachelor of Arts in English Language Arts Education and English Literature, respectively, also from the University of Central Florida in 2012. He holds a master’s degree in publishing from Pace University in New York City where he published his thesis on thematic development in young adult literature and how censorship impacted its growth. After completing his undergraduate studies, Colton began teaching English at the Florida Virtual School. While working as a virtual instructor, Colton also served on the course development team for the first-ever virtual high school social media elective and was the first instructor for the course. Since May 2014, Colton has been serving teachers directly as an Instructional Lead in the English 2 department.
ADAPT Research Fellow and Head of ADAPT International Relations. Ph.D. in Human Capital Formation and Labour Relations (University of Bergamo). MA in European Interdisciplinary Studies (College of Europe). Master Degree in International Relations (University of Rome “La Sapienza”). Research fields: demography and labour market and the future of labour relations.
Full biography: http://moodle.adaptland.it/mod/page/view.php?id=3264
Full Professor of Labour Law at the University of Modena and Reggio Emilia. Visiting Professor at the University of Paris Pantheon-Assas (Paris II), at the Middlesex University (London) and at the Universidad Tres de Febrero (Buenos Aires). Director of the “Marco Biagi Centre for International and Comparative Studies” and director of the ADAPT International School of Higher Education in Labour Law and Industrial Relations.
He extensively conducted research on labour law and industrial relations in a comparative perspective. Youth unemployment, school-to-work transition, apprenticeship schemes and industrial doctorates have been the focus of his scientific interest. On a yearly basis he coordinates a research team of 150 researchers and PhD candidates.
Full biography: http://moodle.adaptland.it/mod/page/view.php?id=2857
ADAPT Research Fellow and PhD candidate in Ph.D. in Human Capital Formation and Labour Relations (Adapt – University of Bergamo). BA and MA in International Relations and Diplomatic Affairs (University of Bologna in Forlì, “Roberto Ruffilli”) with major in Economics. Six-month exchange student at the University of Coimbra (PT) (a.a. 2011/2012) and one-year exchange student at the Institute of Economics of the Federal University of Rio de Janeiro (Brazil) (a.a. 2013/2014).
Research fields: Labour market policy and public policy supporting research and development in the private sector. Researcher careers in business enterprises (education, wages and inter-sectoral mobility related issues).
In the framework of the current research proposal, since March 2017, she has been involved in the SUPER-PROFDOC.
I am Senior Lecturer at Middlesex University. I am part of a team delivering professional doctorates to a vast and vibrant community of practice-based doctoral candidates. I have several strands of research. An important one is about the supervision of practice-based doctorates and the impact of research based in practice.