Policymaking in disruptive times: the development and impact of School Trust-designed policies on teacher and student outcomes

Research funded by the ESRC IAA and conducted by the University of Nottingham in collaboration with the Confederation of School Trusts, has tracked the leadership of 14 School Trusts from some of the most deprived areas in the Northern region of England (Lancashire and West Yorkshire, East Midlands & Humber, and Northeast), with a particular focus on how they managed the transitions to the ‘new normal’ over the period from April to September 2021. The Principal Investigator was Professor Christopher Day a member of the Centre for Research in Educational Leadership and Management. The Co-investigator was Dr Stanimira Taneva

Policymaking in disruptive times: the development and impact of School Trust-designed policies on teacher and student outcomes

Research funded by the ESRC IAA and conducted by the University of Nottingham in collaboration with the Confederation of School Trusts, has tracked the leadership of 14 School Trusts from some of the most deprived areas in the Northern region of England (Lancashire and West Yorkshire, East Midlands & Humber, and Northeast), with a particular focus on how they managed the transitions to the ‘new normal’ over the period from April to September 2021. The Principal Investigator was Professor Christopher Day a member of the Centre for Research in Educational Leadership and Management. The Co-investigator was Dr Stanimira Taneva

The strategic impacts of Intelligent Automation for knowledge and service work : An interdisciplinary review

We would like to thank Professor Jarvenpaa and the review team for all the constructive comments and suggestions that were most helpful in revising the paper and in offering a stronger contribution. We would also like to thank Professor Guy Fitzgerald for his constructive comments on earlier versions of the paper. This study was funded by the Chartered Institute of Professional Development (CIPD). The views expressed are those of the authors and not necessarily those of the CIPD.Peer reviewedPublisher PD