Roger Dalrymple

Roger Dalrymple is a Visiting Professor in the School of Education, Humanities and Languages at Oxford Brookes University, where he co-supervises doctoral students and contributes to the Higher Education and Lifelong Learning Research Group. He holds a substantive role as Professor of Practice in Lifelong Learning at the University of Oxford.

• Education:
  • MA Leadership and Management in Education (Distinction), Buckinghamshire New University (2008)
  • PGCE Post-Compulsory Education (Distinction), University of Reading (2005)
  • PG Diploma Learning and Teaching in Higher Education (Distinction), University of Oxford (2000)
  • Doctor of Philosophy, English, University of Oxford (1997)
  • Master of Philosophy, English, University of Oxford (1994)
  • BA (Hons) English (1st Class Hons), University of London (1992)

His research focuses on student experience, graduate employability, and lifelong learning, with applications in health professions education and practice education. He has pioneered inclusive curriculum development models like the 'travelling companion' framework, explored work-based learning as a triadic endeavor, and contributed to social network analysis in online collaborative learning environments.

Recent publications span paramedic practice and Golden Age detective fiction, reflecting his dual expertise in education studies and literary analysis. He has also addressed challenges in social work placements, surveillance in practice learning, and the role of leadership in paramedic practice.

Scientific Awards:
• Principal Fellow of the Higher Education Academy (PFHEA)
• Member of the British Educational Research Association (BERA)
• Member of the National Association for the Teaching of English (NATE)
• HE Member of the Quality Assurance Agency's Access Licensing and Recognition Committee

Roger has supervised numerous doctoral projects and contributed to interdisciplinary educational research, including the Scholarship of Teaching and Interdisciplinary Learning. He is actively involved in advancing pedagogic strategies and reflective practice in work-based learning.