Fellows of The Institute: Afilliated Fellows

Dr Helen Hendry






Dr Helen Hendry is an Affiliated Fellow of LHERI based at Bishop Grosseteste University in their School of Social Sciences.

“I co-convene the Bishop Grosseteste University research cluster ‘Pedagogy and Practice in Higher Education’ (PPHE). My research interests broadly encompass student experiences and HE pedagogy and practice. These include initial teacher training and mentoring, student transitions, collaborative research and support for academic writing. I recently completed a longitudinal study of the experiences of postgraduate teacher trainees through their training year and into their first post as newly qualified teachers. This used a conceptual framework informed by Activity Theory as it examined tensions within and between the different communities of schools and the University. I am particularly interested in the way in which schools and universities construct their role in ITT partnerships and the impact on trainee teachers. I have also worked collaboratively with third year Education Studies undergraduates to research the challenges experienced by first years as they completed university assignments. Specifically, this research focused on the perceived impact of embedding support for academic reading and writing within content led sessions in the subject discipline. I am currently involved in researching the transition from undergraduate to taught Masters programmes.”

Dr Lee Campbell






Dr Lee Campbell is a Lecturer in Academic Support at the University of the Arts London. 



Sam Whewall






Sam Whewall is a PhD student in the sociology of education at the University of Bath and a postgraduate fellow of the Royal Geographical Society. He was recently, up until September 2018, a policy intern at the Department for Education in Westminster.

“My research relates to the sociology and geography of education. I explore how young people’s real and imagined geographies shape their higher education trajectories and participation, and how this varies across socioeconomic groups. I am also interested in the individual’s sense of social and spatial proximity to (and distance from) places and people, and how this bears on their choices after compulsory education. Using participatory cognitive mapping methods, I am working with British youth in state, semi-private, private and elite international schools in the UK, Cyprus and Singapore to explore how different ‘scales of imagined geographies’ shape youth transitions into higher education.”