Skip to main content

Staff

Loading content
Professor Sarah Dyer

Professor Sarah Dyer

Professor of Higher Education

 2622

 Amory C364a

 

Amory Building, University of Exeter, Rennes Drive, Exeter, EX4 4RJ , UK

 Office hours:

Term-1 Virtual Office hours:

Tuesday 12:30-1:30pm
Thursday 12:30-1:30pm

Click the hyperlink below to join me in my office hours at the times stated above. The link will take you to a document containing the Zoom invitation and passsword. Please only attempt to join during the times advertised above.
Info for joining

 

Overview

I am a human geographer with research intersts in education, work, and gender. I am 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 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

Dyer and Harris (18/June/2020) Developing Inclusive Learning Environments Online – Dartington Online Writing Retreat Blogs #1 Education Incubator 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 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.
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.  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.
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.  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.
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.
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.

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.

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.

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.  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.
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.

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.

Sarah_Dyer Details from cache as at 2020-10-29 16:26:40

Refresh publications

External Engagement and Impact

Awards and distinctions

I was awarded a National Teaching Fellowship in 2016. I won a Students' Guild Teaching Award in 2013 for my work supporting student engagment and was awarded a University of Exeter Teaching Fellowship Award in 2014.

I am a Principal Fellow of Adavance HE (Higher Education Academy).


External positions

I am on the editorial board member of the Journal of Geography in Higher Education and editor of the 'What works for teaching in HE GEES' blog.

I coordinate an education-focused network for Geography, Environmental and Earth Sciences academics. I am a member of the International Network for Learning and Teaching in Geography HE.

I was a member of the review panel for the QAA's most recent review of the Geography Subject Benchmark Statement (QAA 2014) and was chair of the Royal Geographical Society's Higher Education Research Group between 2015 and 2018.

Supervision / Group

Back | Edit Profile