Dr
Thomas Howard Morris
- Senior Lecturer in Education and Sociology
- Email: t.morris@bathspa.ac.uk
- Telephone: +44 (0)1225 875489
- School: School of Education
- Campus: Newton Park
- Website:
Personal statement
Dr. Thomas Howard Morris is a Senior Lecturer in Education and Sociology at Bath Spa University, whose research focuses on understanding the barriers to and nature of adult learning and how pedagogies in formal education can be oppressive or emancipatory in terms of meeting the challenges of our rapidly changing world. This includes an understanding of 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.
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 education systems 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
- 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 and academic outputs
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
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 (2023) 'The potential for digital technology to support self-directed learning in formal education of children: a scoping review.' Interactive Learning Environments, 31 (4). pp. 1974-1987. ISSN 1744-5191
Examining barriers to participation in further and continuing education in Germany: why a regional perspective is (still) important
article
Morris, T.H, Steinmüller, B and Rohs, M (2022) 'Examining barriers to participation in further and continuing education in Germany: why a regional perspective is (still) important.' International Review of Education, 68. pp. 551-577. ISSN 0020-8566
How creativity is oppressed through traditional education
article
Morris, T.H (2022) 'How creativity is oppressed through traditional education.' On the Horizon, 30 (3). pp. 133-140. ISSN 1074-8121
Digitization bolstering self-directed learning for information literate adults – a systematic review
article
Morris, T.H and Rohs, M (2021) 'Digitization bolstering self-directed learning for information literate adults – a systematic review.' Computers and Education Open, 2. e100048. ISSN 2666-5573
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
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.
Epistemologies and ethics in adult education and lifelong learning [book review]
other
Morris, T.H (2023) Epistemologies and ethics in adult education and lifelong learning [book review]. International Journal of Lifelong Education, 42 (1). pp. 117-119. ISSN 0260-1370
Self-directed learning as a tool for lifelong learning: fundamental to meet the demands of our ever-changing world [blog post]
other
Morris, T.H (2022) Self-directed learning as a tool for lifelong learning: fundamental to meet the demands of our ever-changing world [blog post]. Emerald Publishing.
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
Research grants awarded
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. (2023). Promoting World Peace through the Back Door: The Importance of Fostering (Self-Directed) Lifelong Learning Competence in Formal Schooling. I Vote for Peace Conference, Rivne, Ukraine 28 April 2023.
Morris, T.H., & Preedy, S. (2023). Experiential Learning and Self-directed Learning as key pillars of Entrepreneurial Education. International Scientific and Practical Conference Innovation Research and Development Prospects of Science and Technology in the xxi Century, Rivne, Ukraine. International University of Economics and Humanities. http://catalog.liha-pres.eu/index.php/liha-pres/catalog/view/175/2700/6357-1
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.