Thomas Morris

Personal statement

Dr. Thomas Howard Morris is a lecturer in Education and Sociology at Bath Spa University, whose research focuses on understanding how we can prepare our youth to become competent lifelong learners. Specifically, his work focuses on understanding (a) the process of facilitating self-directed learning in formal education settings, and (b) the experiential dimension of self-directed learning. This work seems important given that learning across an adult's lifespan often represents a pragmatic learning process of solving or resolving work – or life-centered problems.

Also, he is a qualified and experienced teacher. He has previously worked as a university 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.

Academic qualifications

  • PhD (Doctor of Education)
  • PGCE
  • MSc
  • BSc

Teaching subjects

  • Sociology in Education EDU5104
  • Changing Education EDU400
  • Dissertation Project Part 2 EDU6005/8

Research supervision

Prospective PhD Students are welcome, especially those interested in:

  • self-directed learning
  • experiential 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., 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


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 (Forthcoming)


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. 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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