Dr Harriet Dismore

Dr Harriet Dismore

Associate Lecturer

Plymouth Institute of Education (Faculty of Arts, Humanities and Business)

My role as an Educational Developer includes:

Teaching on the PGCert in Academic Practice (PGCAP) Programme
Supporting colleagues in aspects of curriculum development
Engaging in pedagogic and higher education research
Teaching and Learning Liaison for the Faculty of Arts and Humanities


2012 Fellow HEA

2007 PhD Education, University of Kent

2003 MSc Tourism and Environmental Management, Canterbury Christ Church University
2001 BA (Hons) History, University of Kent

Employment History
2016 -                  Educational Developer, University of Plymouth
2012-2015            Lecturer in Education, University of Southampton
2011-2012            Lecturer in Education, Brunel University
2008-2011            Research Fellow, University of Plymouth
2003-2008            Research Fellow, Canterbury Christ Church University    

Teaching interests

I have taught undergraduate and postgraduate modules on the following topics:

Research methods
Widening participation
Lifelong learning

I currently teach on the post-graduate certificate in academic practice (PGCAP) and contribute to bespoke pedagogy and research workshops.

Research interests

I am interested in the following research areas:

Educational transition and progression
I have undertaken a number of research projects into the transition between primary and secondary school, further education to higher education and higher education to work. This has included exploring the so-called vocational-academic divide and the impact of the credential landscape on learners in the UK.

Lifelong learning 
Although a broad topic, research into lifelong learning remains relatively limited. In particular more longitudinal studies are needed to explore the lived experiences of learners.

I am interested in employability as a lifelong process and the different approaches to researching this topic. With the introduction of the Teaching Excellence Framework (TEF) in England, there is a greater focus on employability, for which empirical data is critical.

As part of research supported by the Society for Research into Higher Education, I have investigated the progression of former apprentices into higher education. The findings reveal the motivations and expectations of students as well as the perceived (and real) rewards gained.