Mel Macer

Personal statement

Mel's research within the field of social justice and education focuses on student transitions and on widening participation in post compulsory education. Although her work involves students of all ages, she has a particular interest in mature students, non-traditional students and those with a military-affiliated background.

Mel's multidisciplinary and community development background – across education, health and social care – informs her ethical approach to research, giving voice and agency to those who are at risk of being marginalised.

Academic qualifications

  • PhD – Faculty of Medicine, University of Bristol (1991)
  • Research Master's in Education – University of Bath (2009)

Other external roles

  • Current (from 2018): Board Member, Theatre Royal Bath
  • Past (2012-2018): Secondary School Governor and Link Governor for Disadvantaged Pupils

Areas of expertise

  • Social justice
  • Widening participation
  • Qualitative research methods
  • Co-production
  • Disadvantaged learners
  • Learners with a military-affiliated background 

Current doctoral supervision

Georgina Normile: 'A case study exploring the impact of parental deployment on the wellbeing of British Army children in the pre-school year.'

Research and academic outputs

Go to ResearchSPAce

The reproduction of the gender regime: the military and education as state apparatuses constraining the military wife student
article

Macer, M and Chadderton, C (2021) 'The reproduction of the gender regime: the military and education as state apparatuses constraining the military wife student.' Gender and Education, 33 (3). pp. 337-354. ISSN 0954-0253

Impact of ‘transition blind spots’ on Access to Higher Education Diploma students with a military background: why filling gaps in Information, Advice and Guidance matters
article

Macer, M (2018) 'Impact of ‘transition blind spots’ on Access to Higher Education Diploma students with a military background: why filling gaps in Information, Advice and Guidance matters.' Widening Participation and Lifelong Learning, 20 (4). pp. 169-190. ISSN 1466-6529

Primary-aged children’s participation activities that influence adult decision-making: a scoping literature review
article

Macer, M (2014) 'Primary-aged children’s participation activities that influence adult decision-making: a scoping literature review.' Educationalfutures, 6 (2). pp. 3-20. ISSN 1758-2199

Understanding the journey to and through 'Access to Higher Education Diplomas' for adults with a service background
conference_item

Macer, M (2017) Understanding the journey to and through 'Access to Higher Education Diplomas' for adults with a service background. In: Forum for Access and Continuing Education (FACE) Conference, 27 - 30 June 2017, Glasgow, UK.

Effective use of Pupil Premium Plus to improve educational outcomes for looked after children
commissioned_report

Read, S, Macer, M and Parfitt, A (2020) Effective use of Pupil Premium Plus to improve educational outcomes for looked after children. Bath Spa University, Bath, UK.

Understanding the journey to and through 'Access to Higher Education Diplomas' for adults with a Service background. Occasional Paper No.2 from the IfE
commissioned_report

Macer, M (2016) Understanding the journey to and through 'Access to Higher Education Diplomas' for adults with a Service background. Occasional Paper No.2 from the IfE. Institute for Education, Bath Spa University, Bath. ISBN 9780992633882

Total Somerset High Contact Families Project: evaluation report
commissioned_report

Macer, M, Parker, R, Davies, D and Rose, J (2011) Total Somerset High Contact Families Project: evaluation report.

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