Thomas Morris

Personal statement

Dr. Thomas Howard Morris is a Senior Lecturer in Education and Sociology at Bath Spa University, whose research focuses on understanding how we can prepare our youth to develop freedom and life opportunities through education. Thomas is an advocate for educational processes that foster learners' competence in the capacity to grow, develop, and transform - to enable freedom for life - rather being trapped in oppressive life cycles.

Specifically, Thomas' work focuses on understanding the types of didactical processes that can be applied in educational settings that may contribute toward learners' personal growth, development, and freedom, including understanding (a) the process of facilitating self-directed learning in formal education settings (b) the experiential dimension of learning and (c) the transformative learning process.

Thomas is a Fellow of the Higher Education Authority. Previous to his post at Bath Spa University, he has worked as a lecturer at the University of Kaiserslautern; as a Further Education lecturer at Richmond-Upon-Thames College, London; and has teaching experience in both secondary and primary schools.

Thomas is passionate about understanding how to design learning experiences in our schools that provide all learners with the maximum capacity and competence to, then, become who they can, and want, to be.

Academic qualifications

  • PhD (Doctor of Education; University of Kaiserslautern, Germany)
  • Fellow of the Higher Education Authority (FHEA)
  • Postgraduate Certificate in Education (PGCE)
  • Qualified Teacher Status (QTS)
  • MSc (University of Exeter)
  • BSc (Loughborough University)

Teaching subjects

  • Education for Change EDU4000
  • Changing Education EDU4001
  • Sociology of Education EDU5104
  • Dissertation Project Part 1 EDU6000
  • Dissertation Project Part 2 EDU6001

PhD Research supervision

Prospective PhD Students are welcome, especially those interested in:

Understanding and advocation of learning environments that enable learner growth, development, and freedom. In particular, understanding one or more of the following dimensions of learning and its facilitation:

  • self-directed learning
  • experiential learning
  • transformative learning
  • lifelong learning

Research grants awarded

Morris, T. H. (2019). Principle Investigator: Self-Directed Learning in a Digitized World in Germany: Exploring Inequalities due to Internet Access. TU-Nachwuchsring [Research Awards for Young Talented Scientists]. FundRef: doi.10.13039/100009044 Technische Universität Kaiserslautern: DE

Morris, T. H. (2019). Principle Investigator: Self-Directed Learning in a Digitized World Project. TU-Nachwuchsring [Research Awards for Young Talented Scientists]. FundRef: doi.10.13039/100009044 Technische Universität Kaiserslautern: DE

Conference presentations

Morris, T. H., & Yeh, C. S-H. (2021). Presentation of research project. Self-directed learning to meet the challenges of our ever-changing world: an empirical study exploring how SDL promotes creativity in higher education. International Society for Self-Directed Learning, SDL Virtual Summit, USA.

Morris, T. H., & Schön, M. (2020). Poster presentation. Optimizing the facilitation of self-directed learning in online Higher Education. DGfE-Kongress 2020, Köln, Germany.

Morris, T. H., Rohs, M., Scherner, C., & Meilke, N. E. (2019). Poster presentation of research project. A systematic review of the typologies of self-directed adult learning. DGfE conference for adult education, Halle, Germany.

Morris, T. H. (2019). Poster presentation of research project. Experiential learning - a systematic review and revision of Kolb’s model. DGfE conference for adult education, Halle, Germany.

Morris, T. H. (2019). Defense presentation of doctoral thesis. University of Kaiserslautern. Facilitating self-directed learning in adult and vocational education.

Morris, T. H. (2018). Poster presentation at “Visions of Student Success" at the Hochschule Kaiserslautern. Morris, T. H. Vocational education of young adults in England: A systemic analysis of teaching-learning transactions that facilitate self-directed learning.

Morris, T. H. (2018). Preliminary presentation of doctoral thesis at University of Kaiserslautern research conference. Morris, T. H. Facilitating self-directed learning in adult and vocational education.

Research and academic outputs

Go to ResearchSPAce

An analysis of Rolf Arnold's systemic-constructivist perspective on self-directed learning
book_section

Morris, T.H (2019) 'An analysis of Rolf Arnold's systemic-constructivist perspective on self-directed learning.' In: Rohs, M, Schüßler, I, Müller, H-J and Schiefner-Rohs, M, eds. Pädagogische Perspektiven auf Transformationsprozesse: Reflexionen auf Rolf Arnolds Forschen und Wirken. wbv, Bielefeld, Germany, pp. 301-313. ISBN 9783763958399


Meeting educational challenges of pre- and post- COVID-19 conditions through self-directed learning: considering the contextual quality of educational experience necessary
article

Morris, T.H (2021) 'Meeting educational challenges of pre- and post- COVID-19 conditions through self-directed learning: considering the contextual quality of educational experience necessary.' On the Horizon. ISSN 1074-8121


The potential for digital technology to support self-directed learning in formal education of children: a scoping review
article

Morris, T.H and Rohs, M (2021) 'The potential for digital technology to support self-directed learning in formal education of children: a scoping review.' Interactive Learning Environments. ISSN 1744-5191


Self-directed experiential learning to meet ever-changing entrepreneurship demands
article

Morris, T.H and König, P.D (2020) 'Self-directed experiential learning to meet ever-changing entrepreneurship demands.' Education + Training. ISSN 0040-0912


Transformative learning through mindfulness: exploring the mechanism of change
article

Morris, T.H (2020) 'Transformative learning through mindfulness: exploring the mechanism of change.' Australian Journal of Adult Learning, 60 (1). pp. 44-65. ISSN 1443-1394


Creativity through self-directed learning: three distinct dimensions of teacher support
article

Morris, T.H (2020) 'Creativity through self-directed learning: three distinct dimensions of teacher support.' International Journal of Lifelong Education, 39 (2). pp. 168-178. ISSN 1464-519X


Self-directed learning: a fundamental competence in a rapidly changing world
article

Morris, T.H (2019) 'Self-directed learning: a fundamental competence in a rapidly changing world.' International Review of Education, 65 (4). pp. 633-653. ISSN 0020-8566


Adaptivity through self-directed learning to meet the challenges of our ever-changing world
article

Morris, T.H (2019) 'Adaptivity through self-directed learning to meet the challenges of our ever-changing world.' Adults Learning, 30 (2). pp. 56-66. ISSN 0955-2308


Experiential learning – a systematic review and revision of Kolb’s model
article

Morris, T.H (2019) 'Experiential learning – a systematic review and revision of Kolb’s model.' Interactive Learning Environments. ISSN 1744-5191


Vocational education of young adults in England: a systemic analysis of teaching–learning transactions that facilitate self-directed learning
article

Morris, T.H (2018) 'Vocational education of young adults in England: a systemic analysis of teaching–learning transactions that facilitate self-directed learning.' Journal of Vocational Education & Training, 70 (4). pp. 619-643. ISSN 1363-6820


Facilitating self-directed learning in adult and vocational education
thesis

Morris, T.H (2019) Facilitating self-directed learning in adult and vocational education. PhD thesis, University of Kaiserslautern.


How to teach without instructing: 29 smart rules for educators [book review]
other

Morris, T.H (2018) How to teach without instructing: 29 smart rules for educators [book review]. Adult Education Quarterly, 68 (1). pp. 80-81. ISSN 0741-7136


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