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Dr Pallavi A Banerjee

Dr Pallavi A Banerjee

Programme Director - MSc Educational Research

 4778

 +44 (0) 1392 724778

 North Cloisters NC114

 

North Cloisters, University of Exeter, St Luke's Campus, Heavitree Road, Exeter, EX1 2LU, UK

 Office hours:

My office hours are online via Teams. To arrange a meeting please email me beforehand 

Overview

I am a Senior Fellow of the Higher Education Academy (SFHEA) and the Royal Society of Statistics (FRSS)

I lead the MSc Educational research programme at the Graduate School of Education which offers excellent research methods training and is sutable for those who want to pursue a doctorate, or progress to a research based job or think tanks. I am also the Research ethics and governamce officer and the Widening participation officer in the Graduate School of Education. I teach research methods to our post graduate taught and post graduate research students across various Masters modules in different programmes.

My research explores inequalities in education and educational outcomes across the life course. I focus on socioeconomic factors which influence educational outcomes for children and young people. As a quantitative researcher I make use of experimental and quasi experimental research designs, large-scale administrative datasets, and longitudinal surveys from a variety of sources. 

I have recently completed work on three externaly funded research projects. One of these was funded by the ESRC and evaluates the fairness of admissions in the UK higher education sector. We have published one paper from this project reconceptualising fair access to highly academically selective universities and are working on the other publications. 

The second project funded by the Office for Students (OFS) examined differential outcomes for BTEC students at the university and was called 'Transforming Transitions'. This project addressed the barriers to success in the educational trajectories of BTEC students between college and university and involved designing interventions to overcome these barriers. The final report has been submitted and can be accessed through the OfS website. 

The other project aimed at Understanding effective evaluation of the impact of outreach interventions on access to higher education: phase two was also funded by the Office for Students. There are a series of publications from this project and should be read in conjunction with the following purposes: Access and participation standards of evidence or for using standards of evidence to evaluate impact of outreach or for the self-ssessment of evaluation Toolkit when seeking practical guidance on completing the tool.

For a full list of my publications see here 

Information for prospective doctoral students

If you are equiring for doctoral supervision, please make sure your proposed research directly addresses one of the topics listed here is quantitative in nature, makes use of secondary data analysis, (quasi) experimental or longitudinal design, econometric analysis, or similar.

Employment

2017 onwards  Senior Lecturer, Graduate School of Education, Exeter University

2016-17            Lecturer, Graduate School of Education, University of Exeter

2014-16            Post doctoral Research Assistant Durham University

2007-12            Vice Principal & Senior Academic In-charge, DPS International independent school, KSA

2005-07            Head of Biology, Delhi Public School India (KS4 and KS5 teacher)

2001-03            Science teacher DAV Public school India (KS3 teacher)

1999-2001        Teaching fellow MSc Genetics and Molecular Biology, India

1999-2001        Research Fellow, Department of Science and Technology, Government of India

Qualifications

2016 PhD University of Durham (Education)

MSc, PGCE, PGCARMS, PhD, SFHEA 

Links

Research group links

Research

Research interests

  • Social mobility
  • Inequalities in educational access
  • Stratification in attainement and progression
  • STEM education
  • Graduate earnings and labour market outcomes

Key capabilities

  • Secondary data analysis of population datasets and large linked datasets
  • Regression modelling
  • Evaluation 
  • Systematic reviews
  • Software: SPSS (Expert), R

Research projects

A comparative analysis of post-16 learner outcomes and perspectives, GHWY, PI £15000

Mapping educational outcomes of students upon completion of higher education, PI £5000

Exploring the link between social class and STEM enrolment at University, GSE 2020-21, PI

Evaluating the reliability of SES measures in PISA, GSE pandemic research fund 2020-21

Evaluation of the Articulacy project, NCOP research - OfS via APP 2020-21, PI

Mapping HE progression by entry qualifications, SSIS strategic discretionary research fund 2018-19, PI 

Evaluating the fairness of admissions to UK higher education, ESRC 2017-19, Co-I

Transforming transitions, OFS 2017-19, Co-I

Understanding effective evaluation of the impact of outreach interventions on access to higher education: phase two, OFS 2017-18, Co-I

ESRC Impact Acceleration Award PI £1600

Mapping and evaluating the use of contextual data in undergraduate admissions in Scotland Scottish Funding Council, 2015-16, Post-doctoral research associate Durham University

Getting students interested in science: What works? Projects & Initiatives Grants Scheme (Faculty of Social Sciences & Health) Durham University 2014-15, PI

Impact assessment of STEM initiatives in improving educational outcomes University of Durham, 2013-15, Doctoral project

 

Research grants

  • 2017 ESRC
    Evaluating the fairness of admissions to UK higher education
  • 2017 HEFCE
    Transforming transitions
  • 2017 Office for Fair Access (OFFA)
    Understanding effective evaluation of the impact of outreach interventions on access to higher education: phase two

Publications

Key publications | Publications by category | Publications by year

Publications by category

Books

Banerjee P (eds)(2019). Transitions from Vocational Qualifications to Higher Education: Examining Inequalities.  UK, Emerald Publishing Limited. Abstract.
Banerjee PA (2018). forthcoming) Driving change, Breaking barriers: Towards developing an inclusive and skilled workforce in STEM. , Sense Publishers.
Banerjee PA (2017). Impact assessment of STEM initiatives in improving educational outcomes. UK, USA, Author house.

Journal articles

Boliver V, Banerjee P, Gorard S, Powell M (2021). Reconceptualising fair access to highly academically selective universities. Higher Education Abstract.
Elliot Major L, Banerjee PA (2020). Social mobility and elite universities. Higher Education Policy Institute, HEPI policy note 20
Banerjee PA (2018). Widening participation in higher education with a view to implementing institutional change. Perspectives: Policy and Practice in Higher Education, 22(3), 75-81. Abstract.  Full text.
Banerjee PA (2017). Context and Implications Document. Review of Education
Banerjee PA (2017). Is informal education the answer to increasing and widening participation in STEM education?. Review of Education, 5(2), 202-224. Abstract.  Full text.
Banerjee P (2017). Which are the most suitable contextual indicators for use in widening participation to HE?.  Full text.
Banerjee PA (2016). A longitudinal evaluation of the impact of STEM enrichment and enhancement activities in improving educational outcomes: Research protocol. International Journal of Educational Research, 76, 1-11.
Banerjee PA (2016). A systematic review of factors linked to poor academic performance of disadvantaged students in science and maths in schools. Cogent Education, 3(1). Abstract.  Full text.
Banerjee P (2016). Does continued participation in STEM enrichment and enhancement activities affect school maths attainment?. Oxford Review of Education, 43(1), 1-18. Abstract.  Full text.
Banerjee PA (2013). Research design creating robust approaches for the social sciences. International Journal of Research & Method in Education, 36(4), 440-442.

Chapters

Banerjee PA (2022). Do expensive STEM enrichment activities make any difference to science and maths outcomes at school?. In  (Ed) Making your doctoral research project ambitious: Developing Large-Scale Studies with Real-World Impact, Abingdon: Routledge, 978-1-032-05975-4 (hardback), 978-1-032-06245-7 (paperback), 978-1-003-20136-6 (ebook).
Banerjee PA (2019). Statistical Analysis of National Data Sets: Exploring Demographics, Access and Progression of Students in Higher Education from Vocational Entry Routes. In Banerjee P, Myhill D (Eds.) Transitions from Vocational Qualifications to Higher Education Examining Inequalities, UK: Emerald Publishing. Abstract.
Banerjee PA (2019). Statistical Analysis of National Data Sets: Exploring Demographics, Access and Progression of Students in Higher Education from Vocational Entry Routes. In  (Ed) Transitions from Vocational Qualifications to Higher Education, UK: Emerald Publishing Limited.
Banerjee, PA (2017). Using big data to inform evidence-based policy and practice: practical lessons learnt from handling secondary data. In  (Ed) Sage research methods, UK: Sage.

Conferences

Banerjee PA, Myhill DA, Robinson C (2018). Investigating the link between prior qualification and student progression in higher education?. BERA 2018. 11th - 13th Sep 2018.
Banerjee PA, Boliver V, Gorard S (2018). The notion of fair admissions. BERA 2018. 11th - 13th Sep 2018.
Banerjee PA (2017). Is informal education the answer to increasing and widening participation in STEM education?. BERA.
Banerjee PA (2016). Getting students interested in science: Does it work?. BERA.
Banerjee PA, Gorard S, Boliver V (2016). Using indicators of contextual disadvantage to widen participation in higher education: a systematic review of the research literature. How do they rate in terms of real-life validity, completeness, availability and feasibility of use?. SPA Conference.
Banerjee PA (2015). What is the impact of STEM initiatives on widening participation?. BERA.
Banerjee PA (2014). Impact assessment of STEM initiatives on widening participation. BERA.
Banerjee PA (2014). Unequal representation of socioeconomic classes in STEM education. BERA Conference.

Publications by year

2022

Banerjee PA (2022). Do expensive STEM enrichment activities make any difference to science and maths outcomes at school?. In  (Ed) Making your doctoral research project ambitious: Developing Large-Scale Studies with Real-World Impact, Abingdon: Routledge, 978-1-032-05975-4 (hardback), 978-1-032-06245-7 (paperback), 978-1-003-20136-6 (ebook).

2021

Boliver V, Banerjee P, Gorard S, Powell M (2021). Reconceptualising fair access to highly academically selective universities. Higher Education Abstract.

2020

Elliot Major L, Banerjee PA (2020). Social mobility and elite universities. Higher Education Policy Institute, HEPI policy note 20

2019

Banerjee PA (2019). Statistical Analysis of National Data Sets: Exploring Demographics, Access and Progression of Students in Higher Education from Vocational Entry Routes. In Banerjee P, Myhill D (Eds.) Transitions from Vocational Qualifications to Higher Education Examining Inequalities, UK: Emerald Publishing. Abstract.
Banerjee PA (2019). Statistical Analysis of National Data Sets: Exploring Demographics, Access and Progression of Students in Higher Education from Vocational Entry Routes. In  (Ed) Transitions from Vocational Qualifications to Higher Education, UK: Emerald Publishing Limited.
Banerjee P (eds)(2019). Transitions from Vocational Qualifications to Higher Education: Examining Inequalities.  UK, Emerald Publishing Limited. Abstract.

2018

Banerjee PA (2018). How likely are BTEC students to enter higher education? Society for Research in Higher Education.
Banerjee PA (2018). How successful are BTEC students at the University? Wonkhe.
Banerjee PA, Myhill DA, Robinson C (2018). Investigating the link between prior qualification and student progression in higher education?. BERA 2018. 11th - 13th Sep 2018.
Banerjee PA, Boliver V, Gorard S (2018). The notion of fair admissions. BERA 2018. 11th - 13th Sep 2018.
Banerjee P (2018). Transforming Transitions working paper.
Banerjee PA (2018). Widening participation in higher education with a view to implementing institutional change. Perspectives: Policy and Practice in Higher Education, 22(3), 75-81. Abstract.  Full text.
Banerjee PA (2018). forthcoming) Driving change, Breaking barriers: Towards developing an inclusive and skilled workforce in STEM. , Sense Publishers.

2017

Banerjee P (2017). Assessing the impact of STEM initiatives in improving educational outcomes – have they worked?. BERA blog, https://www.bera.ac.uk/blog/assessing-the-impact-of-stem-initiatives-in-improving-educational-outcomes-have-they-worked
Banerjee PA (2017). Context and Implications Document. Review of Education
Banerjee PA, Myhill D, Robinson C (2017). Does prior qualification affect degree outcomes?.  Full text.
Banerjee PA (2017). Impact assessment of STEM initiatives in improving educational outcomes. UK, USA, Author house.
Banerjee P (2017). Inspiring role models ‘do not boost uptake of Stem subjects’. Web link.
Banerjee PA (2017). Is informal education the answer to increasing and widening participation in STEM education?. BERA.
Banerjee PA (2017). Is informal education the answer to increasing and widening participation in STEM education?. Review of Education, 5(2), 202-224. Abstract.  Full text.
Banerjee PA (2017). STEM activities do not seem to encourage students to make STEM subject choices for AS/A levels. Web link.
Banerjee PA (2017). Students enjoy science at school, but most still don't see it as a career option. Web link.
Banerjee, PA (2017). Using big data to inform evidence-based policy and practice: practical lessons learnt from handling secondary data. In  (Ed) Sage research methods, UK: Sage.
Banerjee P (2017). Which are the most suitable contextual indicators for use in widening participation to HE?.  Full text.

2016

Banerjee PA (2016). A longitudinal evaluation of the impact of STEM enrichment and enhancement activities in improving educational outcomes: Research protocol. International Journal of Educational Research, 76, 1-11.
Banerjee PA (2016). A systematic review of factors linked to poor academic performance of disadvantaged students in science and maths in schools. Cogent Education, 3(1). Abstract.  Full text.
Banerjee PA (2016). Banerjee, P.A (2016) Do STEM schemes work? SASS Research briefing document number 15, Durham University. SASS research briefing document
Banerjee P (2016). Does continued participation in STEM enrichment and enhancement activities affect school maths attainment?. Oxford Review of Education, 43(1), 1-18. Abstract.  Full text.
Banerjee PA (2016). Getting students interested in science: Does it work?. BERA.
Banerjee P (2016). Impact assessment of STEM initiatives in improving educational outcomes.
Banerjee PA, Gorard S, Boliver V (2016). Using indicators of contextual disadvantage to widen participation in higher education: a systematic review of the research literature. How do they rate in terms of real-life validity, completeness, availability and feasibility of use?. SPA Conference.

2015

Banerjee PA (2015). Can schemes to inspire tomorrow's scientists close the poverty attainment gap?. The Conversation Web link.
Banerjee PA (2015). What is the impact of STEM initiatives on widening participation?. BERA.
Banerjee P (2015). Why we need more diversity in maths and science? World Economic Forum USA. World Economic Forum USA Web link.

2014

Banerjee PA (2014). Impact assessment of STEM initiatives on widening participation. BERA.
Banerjee PA (2014). Unequal representation of socioeconomic classes in STEM education. BERA Conference.

2013

Banerjee PA (2013). Championing Research, Educating Professionals: How Compatible Are Elitism, Inclusion and Social Justice? Institute of Local Government Studies, University of Birmingham.
Banerjee PA (2013). Research design creating robust approaches for the social sciences. International Journal of Research & Method in Education, 36(4), 440-442.

Pallavi_Amitava_Banerjee Details from cache as at 2022-05-19 20:26:42

Refresh publications

External Engagement and Impact

Invited lectures & workshops

Banerjee, P. A. (2020) Equivalent Qualifications. Society for Research in higher education SRHE

Banerjee, P. A. (2019) Transforming Transitions into University: Challenges and Possibilities. Addressing Barriers to Student Success. Organised by the Office for Students at Birmingham, OfS

Banerjee, P. A. (2019) Identifying challenges, barriers during the transition to higher education from different qualification routes. UCAS organized event at Manchester

Banerjee, P. A. (2018) Data sharing and protection for a multi-partner project. Addressing barriers to student success. Office for Students, London

Banerjee, P. A. (2018) Development and evaluation of an academic writing intervention to improve BTEC students’ understanding of higher education assessment criteria through a collaborative FE-HE approach. Advance HE - Equality Challenge Unit, Liverpool

Banerjee, P. A. (2017) Why evaluate? A widening participation symposium. Event organized by Office for Students at the University of Sheffield


Journal and book series Editorships and Editorial board membership

Editor: Journal of Global Education and Research

Banerjee, P. A., & Myhill, D. (Editors.). (2019). Transitions from Vocational Qualifications to Higher Education: Examining Inequalities. Book. Emerald Group Publishing.

 


Media Coverage

Mountford-Zimdars, A and Banerjee, P. (2021) The social mobility index (SMI): A welcome and invitation to debate. SRHE Blog. Society for research in higher education. 

Elliott-Major, Lee. and Banerjee, P. (2020) Social mobility and elite universities. Higher Education Policy Institute, HEPI report 20

Banerjee PA (2018). How likely are BTEC students to enter higher education? Society for Research in Higher Education.

Banerjee PA (2018). How successful are BTEC students at the University? Wonkhe.

STEM activities do not seem to encourage students to make STEM subject choices for AS/A levels Medical research.com 

Flash Physics: Antiprotons from dark matter, lab visits do not inspire, CERN's new linac, Australia at ESO. IOP Physics world

Oops...no evidence that enrichment activities encourage pupils to study STEM A levels. From experience to meaning

Inspiring role models ‘do not boost uptake of Stem subjects’ The I news

Banerjee, P. A (2017) Assessing the impact of STEM initiatives in improving educational outcomes – have they worked? New BERA blog

Banerjee, P. A. (2017) Students enjoy science at school, but most still don't see it as a career option. The Conversation

STEM Enrichment activities have no impact on exam results." Science Daily, 15 December 2016.

Republished here ECN mag  Eureka alert  

Banerjee, P. A (2016) STEM Enrichment Activities Did Not Improve Math or Science Scores. Medical research 

Banerjee, P. A (2016) Enrichment activities to encourage children to study science, technology and mathematics have no impact on results. University of Exeter - Research news 

Banerjee, P. A (2016) STEM activities have no impact on results. Newswise 

Republished here Phys.org and Health Medicine network

Banerjee, P. A (2015) Can schemes to inspire tomorrow’s scientists close the poverty attainment gap? The Conversation

Banerjee, P. A (2015) Why we need more diversity in maths and science? World Economic Forum


Significant Impact

Written evidence submitted to UK Parliament

Report submitted to the Department for Education: 

Impact assessment of STEM enrichment and enhancement activities in improving educational outcomes

Teaching

I lead the MSc Educational research programme at the Graduate School of Education which offers excellent research methods training and is sutable for those who want to pursue a doctorate, or progress to a research based job or think tanks. I am also the Research ethics and governamce officer and the Widening participation officer in the Graduate School of Education. I teach research methods to our post graduate taught and post graduate research students across various Masters modules in different programmes.

2021-22

MSc Educational research - ERPM002 Scientific methodologies (Modue lead)

MSc ERPM004 Dissertation (Module lead)

MA EFPM013Z1 Autumn - spring iteration (Module lead)

MSc Educational research - ERPM005 Designing and Communicating Research

MA - EFPM 308 Preparing for educational research and dissertation

MA - EFPM327 Independent study module 

2020-21

MSc - ERPM005 Designing and Communicating Research: I lead the session on Evaluation design

MSc - ERPM002 Scientific methodologies

MSc ERPM004 Dissertation (Module leader)

MA EFPM013Z3 SP21A  Preparing for Educational Enquiry (Summer term)

MA Core 4: Undertaking Educational Enquiry (Autumn term)

MA - EFPM 308 Preparing for educational research and dissertation

2019-20

MSc - ERPM005 Designing and Communicating Research: I lead the session on Evaluation design

MSc - ERPM002 Scientific methodologies

MA Core 3: Preparing for Educational Enquiry (Module leader Spring term)

MA Core 4: Undertaking Educational Enquiry

MA - EFPM 308 Preparing for educational research and dissertation

MA - EFPM327 Independent study module (Module leader)

Office hours  

To arrange a meeting or drop-in session please email me. 

Modules

2021/22


Supervision / Group

Research Fellows

  • Gemma Given
  • Kristi Dingwall

Postdoctoral researchers

  • Halima Aliouche
  • Nurullah Eryilmaz
  • Chui Fan Lee

Postgraduate researchers

  • Sumaiya Al Bulushi PhD student exploring the implementation of Environmental Education for Sustainable Development in Science Curriculum in Oman. This project has been funded by the Ministry of Education Oman
  • Saadyah Alaskari PhD student investigating Mathematics Teachers’ Perceptions of STEM in Saudi Arabia. This project has been funded by the Ministry of Education Saudi Arabia
  • Bushra Ahmed M Areashi PhD student exploring implementation of the Integrated Science, Technology, Engineering and Mathematics curriculum in Early Childhood Education in Saudi Arabia. This project has been funded by the Ministry of Education, Saudi Arabia
  • Yanyao Deng PhD student exploring Learners’ feedback preferences and their cognitive styles
  • Amanda Rigg PhD student investigating whether key underachieving groups perform differently in terminal assessment versus continuous assessment systems
  • Zhimin Shen PhD student exploring academic relationships between lecturers and learners and strategic adaptations facilitating learning
  • Mehmet Hafiz Yildiz PhD student exploring students and lecturers perspectives of and attitudes towards feedback. This project has been funded by the Turkish Government

Alumni

  • Jill Noakes
  • Ming Zhong

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