Overview
I am a human geographer with research intersts in education, work, and gender. I am the inaugural director of the Exeter Education Incubator. My work investigates how Higher Education can better create transformative learning, both for its students and within it own structures and relationships.
If you are interested in the things I am currently working on I discuss some ideas in the following blogs:
Dyer, S (28th October 2021) How can we support innovation in teaching practice within universities Times Higher
Dyer, S. (October 2021) Education Innovation Lab #5 - How do we know we create value? Incubator blog
Dyer, S (17th May 2021) Education Innovation Lab #3 - Where to start? Incubator blog
Dyer S. (April 2021) Education Innovation Lab #2 - Invitations and applications Incubator blog
Dyer, S. (12th April 2021) Education Innovation Lab #1 - How might we? Incubator blog
Dyer and Harris (16/Oct/2020) Let’s take the remote out of online learning Wonkhe blog
Dyer, Walkington and Hill (5/Sept/2020) Six months on: What does compassionate and courageous pedagogy look like now? THE GEES network 'What works' blog
Broad research specialisms
Social studies of knowledge and learning, higher education, research ethics, ethics and care, work and employment, gender
I am a member of the Graduate School of Education's Centre for Research in Professional Learning (CRPL).
Qualifications
Philosophy BA (KCL London)
Geography MA (KCL London)
PhD (KCL London)
Postgraduate diploma in Learning and Teaching in Higher Education (Oxford)
Links
Research group links
Research
Research interests
My current research investigates contemporary higher education as a site of individual and collective becoming. I am interested in how social processes, values, and identities shape and are shaped by education and how this is differentially experienced by those involved. Focusing on four interrelated topics, the research I undertake extends understanding of the impact of contemporary restructuring of higher education institutions on those who learn and work in these institutions.
I am interested in the relationship between higher education and work in various ways. First, my work investigates the re-configuration of academic labour. I have written and spoken about increasing casualisation and segmentation in academic labour markets, identifying mechanisms which re-inscribe disadvantage for women and black and minority ethnic academics. A key focus of this work has been with the construction of professional identity and culture and the values enshrined in them. This interest picks up threads of earlier research projects. My research on migration to work used ‘intersectionality’ to explore disadvantage in post-industrial labour markets and normative framing in policy. The research I did on the regulation of ethics in medical research explored socio-political questions about expertise and professions. The second interplay between work and HE I am interested in is that of student employment, both as imagined futures and a lived experience. Future employment and earnings serves to justify particular framings of HE. I have published on how we can go beyond these to create ethical education, using the work of Nussbaum and Sen to argue for a capabilities approach. I am currently supervising a PhD student who is researching Chinese-born students’ experiences and constructions of their ‘employability’ as students in the UK. I am also interested in students’ paid work during their studies, some of which is understood as problematic and some of which is seen as valuable. I argue that we should see such distinctions as part of the ‘hidden curriculum’ in universities.
The second area of scholarship I have contributed to is that of geography pedagogy. My award of national teaching fellowship (NTF) in 2016 evidenced the substantial and successful leadership roles I had taken nationally and internationally within the discipline of geography. I have continued to be recognised as a major presence nationally and internationally in my discipline. I led the Royal Geographical Society’s (RGS) Higher Education Research Group until 2018. I lead a teaching-focused network of academics in Geography, Earth and Environmental Sciences and contributed to an International Network for Learning and Teaching in HE Geography project, with an output published in 2018. I serve on the editorial board of The Journal of Geography in Higher Education and of Geoverse, an undergraduate journal. I am a co-editor on a major new international Handbook for Teaching and Learning in Geography, which will be launched at the Association of American Geographers and the RGS in 2020.
Thirdly, I work beyond the discipline of geography, in higher education pedagogy. In 2016 I was awarded an HEA strategic development grant to research students as partners. The resources that I created, Appreciate, are used across the UK and North America. Most recently they featured in an academic development online advent calendar; supporting student interns at Trinity University, Texas; supporting students as partners Fulbright scholarship at Elon, North Carolina; supporting a workshop at the 2019 International Society for the Scholarship of Teaching and Learning conference in Atlanta, Georgia; and by the Taylor Institute for Learning and Teaching, Calgary, to support education enhancement. We use and champion a ‘students as partners’ model in the Incubator. I identified evidence to address a gap in the literature on students as partners during the evaluation of student involvement in Incubator projects and so, as well as informing our own practice, this work has been written up and submitted to a ‘students as partners’ journal.
Also within this area of interest in higher education pedagogy, a second strand of my scholarly activity concerns the pedagogy of high impact research-led education practices, with a particular focus on inclusivity. I am undertaking research as part of a competitively awarded research seminar programme supported by Elon’s ‘Center for Engaged Learning’. I am a member of an international research team (Calgary, Canada; Deakin, Australia; Portland State and Atlanta, USA) investigating exclusion and inclusion in student capstone or culminating experiences. (In a UK context this is likely to be a dissertation.) This project has reported to The International Association for Research on Service-Learning and Community Engagement and I will lead a workshop at Elon’s Conference on Engaged Learning in summer 2020. I have been in discussions with the BA programme director to use the universal design principals we are developing to inform revisions to the BA dissertation. I am also PI on an Erasmus+ Strategic Partnerships for HE grant focusing on best practice in community engaged learning. This project team includes universities of Malaga, Spain; Palma, Italy; Turku, Finland; Ghent, Belgium; and Otto von Guericke Magdeburg, Germany. This project will build understanding of the factors which promote inclusivity, success, and sustainability in learning in which students work alongside community partners. It supports the development of the University’s ‘research-education ecosystem’ through connecting education, research, and impact. It will make an important contribution to inclusive learning agendas.
The final area of scholarly engagement is that of academic/education development. This work builds on my geographic research investigating professions and expertise, learning, and work. Through this strand of work I am presenting and refining the model that informs the Education Incubator. I have written (Winks, Green and Dyer 2019; Winks and Dyer resubmitted) about the model used to support staff, and have presented work at the SRHE (2018, 2019) and in an invited presentation at Newcastle University. I will be running a workshop in 2020 at the 12th International Networked Learning conference. In addition, I have written about the role education teams play in student learning in team taught courses. This is a novel focus and discusses both pedagogy and the framing of academic labour. I have also been invited to present at prestigious SRHE research group workshops.
Research projects
Communities and Students Together (CaST)
Co-funded by the Erasmus+ Programme of the European Union
Partners:
University of Exeter (lead partner), University of Ghent, University of Magdeburg, University of Parma, University of Malaga, University of Turku
Context:
Globally, there are growing calls for Higher Education Institutions to become more civically engaged and socially relevant and there is increased public interest in the impact of universities on their localities and regions. Engaged learning facilitates students to apply theory to real-world contexts outside of the University and to co-produce knowledge with and for the community. Engaged learning provides students with the skills which increase their employability, and improve their personal and professional development, while communities gain access to skills to help develop, evaluate or communicate their work.
Objectives:
The central aim of Communities and Students Together (CaST) will be to advance our knowledge and understanding of what constitutes a successful and sustainable engaged learning programme. We will explore existing initiatives and aim to incorporate successful elements in a series of new sustainable programmes in each partner university which enable community-based engaged learning for students to co-produce knowledge with and for the community.
Diversity and Inclusion in Capstone experiences
Supported by Elon University Center for Engaged Learning
Partners:
Sarah Dyer, University of Exeter, Trina Jorre de St Jorre, Deakin University, Moriah McSharry McGrath, Portland State University, Andrew Pearl, University of Alabama, Joanna Rankin, University of Calgary
Context:
Over the last 30 years, many undergraduate institutions have placed a greater emphasis on the development of the capstone experience as a high-impact practice. Although these experiences existed much earlier (Atchinson, 1993; Levine, 1975; Gardner, J., & Van der Veer, G. 1998; Wagenaar, 1993), a call by the Boyer Commission (1998) to reinforce the capstone experience as an integral component of a “new model of educating at the undergraduate research universities” was instrumental in clarifying the value and purpose of the capstone (p.16). Since then, universities have committed to this culminating concept and developed unique opportunities for their students to demonstrate learning. The capstone experience has taken on many forms, including internships, senior-level courses, service learning projects, undergraduate research, and portfolios. The capstone has also grown beyond discipline-specific majors (usually in the form of a senior-level course or experience within the major), to university supported, multi-discipline experiences used as the final piece of the general education requirement (NSSE, 2014). The successful implementation of these experiencesled the Association of American Colleges and Universities (AAC&U) to label the capstone as one of several “high impactpractices” that encourage transformative learning (Kuh, 2008). With the increase in the integration of various types of capstone experiences, a broad range of research has developed. The emphasis of much of this research has concentrated on the role of the capstone in curriculum (Brooks, Benton-Kupper, Slayton, 2004; Brown & Benson, 2005); the unique characteristics of the capstoneexperience (Dunlap, 2005; Henscheid, 2000; Kerrigan & Jhaj, 2007; Rhodes & Agre-Kippenhan, 2004); and the impact of the capstone experience on student learning (Bronwell, J. & Swaner, L., 2010; NSSE, 2007; Kuh, 2008). Although there is an ever-growing body of literature on the many successful strategies and outcomes of the capstone experience, valid concerns still remain (Kinzie, 2013). Concerns about the capstone experience have focused on the ability to execute a high-impact design and to provide this experience to all students(NSSE, 2014). Capstone experiences tend to be criticized when they are poorly planned or reflect low academic standards. In addition, concerns have been raised regarding the support faculty are receiving from the institution to provide the necessary mentoring for high quality experiences (Kuh, 2008). Finally, challenges exist on assessing the experiences, in particular an in-depth evaluation of the capstone across institutions (Padgett & Kilgo, 2012; Tinsley McGill, 2012).Appreciating that there are numerous facets to achieving a successful capstone experience, the CEL Research Seminar promotes multi-institutional collaborations to facilitate research approaches across institutions to address these ongoing concerns. The Center will support rigorous multi-institutional, multi-method investigations with the goals of enhancing the body of literature on, and providing best practices for the development of capstone experience.
Objectives:
A multi-site international study which investigates how power, positionality, and pedagogy play out for faculty and students in research, service, and professional practice capstones.
Publications
Key publications | Publications by category | Publications by year
Key publications
Winks L, Green N, Dyer S (2020). Nurturing innovation and creativity in educational practice: Principles for supporting faculty peer-learning through campus design.
Higher Education Full text.
Dyer S (2019). Co-pedagogy: Teaching together for successful student learning. In Walkington H, Hill J, Dyer S (Eds.) Handbook on Teaching and Learning in Geography, Cheltenham, UK and Northampton, MA, USA: Edward Elgar.
Walkington H, Hill J, Dyer S (eds)(2019). Handbook for Teaching and Learning in Geography. Cheltenham, UK and Northampton, MA, USA, Edward Edgar.
Walkington H, Dyer S, Solem M, Haigh M, Waddington S (2018). A capabilities approach to higher education: geocapabilities and implications for geography curricula.
Journal of Geography in Higher Education,
42(1), 7-24.
Abstract:
A capabilities approach to higher education: geocapabilities and implications for geography curricula
A geographical education offers more than skills, subject knowledge and generic attributes. It also develops a set of discipline-specific capabilities that contribute to a graduate’s future learning and experience, granting them special ways of thinking for lifelong development and for contributing to the welfare of themselves, their community and their world. This paper considers the broader purposes and values of disciplinary teaching in contributing to individual human development. Set in the context of recent debates concerning the role of the university and the neo-liberalisation of higher education this paper explores approaches to developing the geography curriculum in ways that re-assert the educational value of geographical thinking for students. Using international examples of teaching and learning practice in geography, we recognise five geocapabilities: use of the geographical imagination; ethical subject-hood with respect to the impacts of geographical processes; integrative thinking about society–environment relationships; spatial thinking; and the structured exploration of places. A capabilities approach offers a productive and resilient response to the threats of pedagogic frailty and increasingly generic learning in higher education. Finally, a framework to stimulate dialogue about curriculum development and the role of geocapabilities in the higher education curriculum is suggested.
Abstract.
Dyer S (2016). Appreciate: Cards to support appreciative partnership learning – a guide. York, Higher Education Academy.
Dyer S, Walkington H, Williams R, Morton K, Wyse S (2016). Shifting landscapes: from coalface to quick sand? Teaching Geography, Earth and Environmental Sciences in Higher Education.
Area,
48(3), 308-316.
Abstract:
Shifting landscapes: from coalface to quick sand? Teaching Geography, Earth and Environmental Sciences in Higher Education
In this paper we examine contemporary academic working lives, with particular reference to teaching-only and teaching-focused academics. We argue that intensification in the neoliberal university has significantly shifted the structure of academic careers, while cultural stories about those careers have not changed. We call for academics to re-examine our collective stories about standard academic career paths. Challenging the stories and making visible the ways that they create and multiply disadvantage is a crucial step in expanding the possibilities for academic identities and careers. The paper begins by describing teaching-focused academics within the context of the wider workforce. We then draw on narratives of those in these roles to illustrate the processes that (re)inscribe their marginalisation. We uncover the gendering of the teaching-focused academic labour market. We end the paper by suggesting interventions that all academics can take and support to address the issues we highlight.
Abstract.
Full text.
Publications by category
Books
Walkington H, Hill J, Dyer S (eds)(2019). Handbook for Teaching and Learning in Geography. Cheltenham, UK and Northampton, MA, USA, Edward Edgar.
Journal articles
Winks L, Green N, Dyer S (2020). Nurturing innovation and creativity in educational practice: Principles for supporting faculty peer-learning through campus design.
Higher Education Full text.
Walkington H, Dyer S, Solem M, Haigh M, Waddington S (2018). A capabilities approach to higher education: geocapabilities and implications for geography curricula.
Journal of Geography in Higher Education,
42(1), 7-24.
Abstract:
A capabilities approach to higher education: geocapabilities and implications for geography curricula
A geographical education offers more than skills, subject knowledge and generic attributes. It also develops a set of discipline-specific capabilities that contribute to a graduate’s future learning and experience, granting them special ways of thinking for lifelong development and for contributing to the welfare of themselves, their community and their world. This paper considers the broader purposes and values of disciplinary teaching in contributing to individual human development. Set in the context of recent debates concerning the role of the university and the neo-liberalisation of higher education this paper explores approaches to developing the geography curriculum in ways that re-assert the educational value of geographical thinking for students. Using international examples of teaching and learning practice in geography, we recognise five geocapabilities: use of the geographical imagination; ethical subject-hood with respect to the impacts of geographical processes; integrative thinking about society–environment relationships; spatial thinking; and the structured exploration of places. A capabilities approach offers a productive and resilient response to the threats of pedagogic frailty and increasingly generic learning in higher education. Finally, a framework to stimulate dialogue about curriculum development and the role of geocapabilities in the higher education curriculum is suggested.
Abstract.
Dyer S, Walkington H, Williams R, Morton K, Wyse S (2016). Shifting landscapes: from coalface to quick sand? Teaching Geography, Earth and Environmental Sciences in Higher Education.
Area,
48(3), 308-316.
Abstract:
Shifting landscapes: from coalface to quick sand? Teaching Geography, Earth and Environmental Sciences in Higher Education
In this paper we examine contemporary academic working lives, with particular reference to teaching-only and teaching-focused academics. We argue that intensification in the neoliberal university has significantly shifted the structure of academic careers, while cultural stories about those careers have not changed. We call for academics to re-examine our collective stories about standard academic career paths. Challenging the stories and making visible the ways that they create and multiply disadvantage is a crucial step in expanding the possibilities for academic identities and careers. The paper begins by describing teaching-focused academics within the context of the wider workforce. We then draw on narratives of those in these roles to illustrate the processes that (re)inscribe their marginalisation. We uncover the gendering of the teaching-focused academic labour market. We end the paper by suggesting interventions that all academics can take and support to address the issues we highlight.
Abstract.
Full text.
Batnitzky A, McDowell L, Dyer S (2012). Remittances and the Maintenance of Dual Social Worlds: the Transnational Working Lives of Migrants in Greater London. International Migration, 4(50), 140-156.
Dyer S, McDowell L, Batnitzky A (2011). Migrant work, precarious work-life balance: What the experiences of migrant workers in the service sector in greater London tell us about the adult worker model.
Gender, Place and Culture,
18(5), 685-700.
Author URL.
Dyer S, McDowell L, Batnitzky A (2010). The Impact of Migration on the Gendering of Service Work: the Case of a West London Hotel.
Gender, Work and Organization,
17(6), 635-657.
Author URL.
Batnitzky A, McDowell L, Dyer S (2009). Flexible and strategic masculinities: the working lives and gendered identities of male migrants in London.
Journal of Ethnic and Migration Studies,
35(8), 1275-1293.
Author URL.
Mcdowell L, Batnitzky A, Dyer S (2009). Precarious work and economic migration: Emerging immigrant divisions of labour in Greater London's service sector.
International Journal of Urban and Regional Research,
33(1), 3-25.
Author URL.
Dyer S, Demeritt D (2009). Un-ethical review? Why it is wrong to apply the medical model of research governance to human geography.
Progress in Human Geography,
33(1), 46-64.
Author URL.
Batnitzky A, McDowell L, Dyer S (2008). A middle-class global mobility? the working lives of Indian men in a west London hotel.
Global Networks,
8(1), 51-70.
Author URL.
Dyer S, McDowell L, Batnitzky A (2008). Emotional labour/body work: the caring labours of migrants in the UK's National Health Service.
Geoforum,
39(6), 2030-2038.
Author URL.
McDowell L, Batnitzky A, Dyer S (2008). Internationalization and the spaces of temporary labour: the global assembly of a local workforce.
British Journal of Industrial Relations,
46(4), 750-770.
Author URL.
McDowell L, Batnitzky A, Dyer S (2007). Division, segmentation, and interpellation: the embodied labors of migrant workers in a Greater London hotel.
Economic Geography,
83(1), 1-25.
Author URL.
Dyer S (2004). Rationalising public participation in the health service: the case of research ethics committees.
Health and Place,
10(4), 339-348.
Author URL.
Demeritt D, Dyer S (2002). Dialogue, metaphors of dialogue and understandings of geography.
Area,
34(3), 229-241.
Author URL.
Chapters
Dyer S (2019). Co-pedagogy: Teaching together for successful student learning. In Walkington H, Hill J, Dyer S (Eds.) Handbook on Teaching and Learning in Geography, Cheltenham, UK and Northampton, MA, USA: Edward Elgar.
Dyer S, Lubicz-Nawrocka T (2019). Sketch: Using Play to Facilitate Faculty–Student Partnership—How can you Co-design a Module?. In James A, Nerantzi C (Eds.)
The Power of Play in Higher Education, Cham: Palgrave Macmillan, 299-302.
Abstract:
Sketch: Using Play to Facilitate Faculty–Student Partnership—How can you Co-design a Module?
Abstract.
Dyer S, Weiner K (2015). Surviving and Progressing as a Research Fellow. In Dingwall R, Bryne McDonnell M (Eds.) The SAGE Handbook of Research Management, London: SAGE, 348-357.
McDowell L, Batnitzky A, Dyer S (2012). Global flows and local labour markets: precarious employment and migrant workers in the UK. In Scott S, Dex S, Plagnol A (Eds.) Gendered Lives, London: Edward Arnold, 123-151.
Dyer S (2008). Hybrid Geographies (2002): Sarah Whatmore. In Hubbard P, Kitchin R, Valentine G (Eds.)
Key texts in human geography, Sage Publications Ltd, 207-213.
Abstract:
Hybrid Geographies (2002): Sarah Whatmore
Abstract.
McDowell L, Batnitzky A, Dyer S (2008). Migration, employment and gender divisions of labour. In Scott JL (Ed)
Women and employment, Edward Elgar Publishing, 329-346.
Abstract:
Migration, employment and gender divisions of labour
Abstract.
Reports
Dyer S (2016). Appreciate: Cards to support appreciative partnership learning – a guide. York, Higher Education Academy.
Dyer S (2016). Appreciative Inquiry. Building and enhancing appreciative partnership communities., Higher Education Academy.
Publications by year
2020
Winks L, Green N, Dyer S (2020). Nurturing innovation and creativity in educational practice: Principles for supporting faculty peer-learning through campus design.
Higher Education Full text.
2019
Dyer S (2019). Co-pedagogy: Teaching together for successful student learning. In Walkington H, Hill J, Dyer S (Eds.) Handbook on Teaching and Learning in Geography, Cheltenham, UK and Northampton, MA, USA: Edward Elgar.
Walkington H, Hill J, Dyer S (eds)(2019). Handbook for Teaching and Learning in Geography. Cheltenham, UK and Northampton, MA, USA, Edward Edgar.
Dyer S, Lubicz-Nawrocka T (2019). Sketch: Using Play to Facilitate Faculty–Student Partnership—How can you Co-design a Module?. In James A, Nerantzi C (Eds.)
The Power of Play in Higher Education, Cham: Palgrave Macmillan, 299-302.
Abstract:
Sketch: Using Play to Facilitate Faculty–Student Partnership—How can you Co-design a Module?
Abstract.
2018
Walkington H, Dyer S, Solem M, Haigh M, Waddington S (2018). A capabilities approach to higher education: geocapabilities and implications for geography curricula.
Journal of Geography in Higher Education,
42(1), 7-24.
Abstract:
A capabilities approach to higher education: geocapabilities and implications for geography curricula
A geographical education offers more than skills, subject knowledge and generic attributes. It also develops a set of discipline-specific capabilities that contribute to a graduate’s future learning and experience, granting them special ways of thinking for lifelong development and for contributing to the welfare of themselves, their community and their world. This paper considers the broader purposes and values of disciplinary teaching in contributing to individual human development. Set in the context of recent debates concerning the role of the university and the neo-liberalisation of higher education this paper explores approaches to developing the geography curriculum in ways that re-assert the educational value of geographical thinking for students. Using international examples of teaching and learning practice in geography, we recognise five geocapabilities: use of the geographical imagination; ethical subject-hood with respect to the impacts of geographical processes; integrative thinking about society–environment relationships; spatial thinking; and the structured exploration of places. A capabilities approach offers a productive and resilient response to the threats of pedagogic frailty and increasingly generic learning in higher education. Finally, a framework to stimulate dialogue about curriculum development and the role of geocapabilities in the higher education curriculum is suggested.
Abstract.
2016
Dyer S (2016). Appreciate: Cards to support appreciative partnership learning – a guide. York, Higher Education Academy.
Dyer S (2016). Appreciative Inquiry. Building and enhancing appreciative partnership communities., Higher Education Academy.
Dyer S, Walkington H, Williams R, Morton K, Wyse S (2016). Shifting landscapes: from coalface to quick sand? Teaching Geography, Earth and Environmental Sciences in Higher Education.
Area,
48(3), 308-316.
Abstract:
Shifting landscapes: from coalface to quick sand? Teaching Geography, Earth and Environmental Sciences in Higher Education
In this paper we examine contemporary academic working lives, with particular reference to teaching-only and teaching-focused academics. We argue that intensification in the neoliberal university has significantly shifted the structure of academic careers, while cultural stories about those careers have not changed. We call for academics to re-examine our collective stories about standard academic career paths. Challenging the stories and making visible the ways that they create and multiply disadvantage is a crucial step in expanding the possibilities for academic identities and careers. The paper begins by describing teaching-focused academics within the context of the wider workforce. We then draw on narratives of those in these roles to illustrate the processes that (re)inscribe their marginalisation. We uncover the gendering of the teaching-focused academic labour market. We end the paper by suggesting interventions that all academics can take and support to address the issues we highlight.
Abstract.
Full text.
2015
Dyer S, Weiner K (2015). Surviving and Progressing as a Research Fellow. In Dingwall R, Bryne McDonnell M (Eds.) The SAGE Handbook of Research Management, London: SAGE, 348-357.
Bearman N, Dyer S, Walkington H, Wyse S (2015). The power of collective tactics: response to Peters and Turner.
Environment and Planning A: international journal of urban and regional research,
47(4), 1015-1016.
Author URL.
2012
McDowell L, Batnitzky A, Dyer S (2012). Global flows and local labour markets: precarious employment and migrant workers in the UK. In Scott S, Dex S, Plagnol A (Eds.) Gendered Lives, London: Edward Arnold, 123-151.
Batnitzky A, McDowell L, Dyer S (2012). Remittances and the Maintenance of Dual Social Worlds: the Transnational Working Lives of Migrants in Greater London. International Migration, 4(50), 140-156.
2011
Dyer S, McDowell L, Batnitzky A (2011). Migrant work, precarious work-life balance: What the experiences of migrant workers in the service sector in greater London tell us about the adult worker model.
Gender, Place and Culture,
18(5), 685-700.
Author URL.
2010
Dyer S, McDowell L, Batnitzky A (2010). The Impact of Migration on the Gendering of Service Work: the Case of a West London Hotel.
Gender, Work and Organization,
17(6), 635-657.
Author URL.
2009
Batnitzky A, McDowell L, Dyer S (2009). Flexible and strategic masculinities: the working lives and gendered identities of male migrants in London.
Journal of Ethnic and Migration Studies,
35(8), 1275-1293.
Author URL.
Mcdowell L, Batnitzky A, Dyer S (2009). Precarious work and economic migration: Emerging immigrant divisions of labour in Greater London's service sector.
International Journal of Urban and Regional Research,
33(1), 3-25.
Author URL.
Dyer S, Demeritt D (2009). Un-ethical review? Why it is wrong to apply the medical model of research governance to human geography.
Progress in Human Geography,
33(1), 46-64.
Author URL.
2008
Batnitzky A, McDowell L, Dyer S (2008). A middle-class global mobility? the working lives of Indian men in a west London hotel.
Global Networks,
8(1), 51-70.
Author URL.
Dyer S, McDowell L, Batnitzky A (2008). Emotional labour/body work: the caring labours of migrants in the UK's National Health Service.
Geoforum,
39(6), 2030-2038.
Author URL.
Dyer S (2008). Hybrid Geographies (2002): Sarah Whatmore. In Hubbard P, Kitchin R, Valentine G (Eds.)
Key texts in human geography, Sage Publications Ltd, 207-213.
Abstract:
Hybrid Geographies (2002): Sarah Whatmore
Abstract.
McDowell L, Batnitzky A, Dyer S (2008). Internationalization and the spaces of temporary labour: the global assembly of a local workforce.
British Journal of Industrial Relations,
46(4), 750-770.
Author URL.
McDowell L, Batnitzky A, Dyer S (2008). Migration, employment and gender divisions of labour. In Scott JL (Ed)
Women and employment, Edward Elgar Publishing, 329-346.
Abstract:
Migration, employment and gender divisions of labour
Abstract.
2007
McDowell L, Batnitzky A, Dyer S (2007). Division, segmentation, and interpellation: the embodied labors of migrant workers in a Greater London hotel.
Economic Geography,
83(1), 1-25.
Author URL.
2004
Dyer S (2004). Rationalising public participation in the health service: the case of research ethics committees.
Health and Place,
10(4), 339-348.
Author URL.
2002
Demeritt D, Dyer S (2002). Dialogue, metaphors of dialogue and understandings of geography.
Area,
34(3), 229-241.
Author URL.
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