Professor Carol Evans

School of Education
Professor in Higher Education
Academic Lead of Higher Education Futures Institute

Contact details

Address
School of Education/Higher Education Futures Institute
University of Birmingham
Edgbaston, Birmingham
B15 2TT, United Kingdom

Professor Carol Evans leads the University of Birmingham’s Higher Education Futures Institute, and is Professor of Higher Education in the University of Birmingham’s School of Education, and the first Chair of Higher Education at the University of Birmingham. Carol has extensive leadership experience within a wide variety of contexts to include secondary schools, teacher education, medical education, and higher education contexts. She is passionate about using her research on individual learning differences to enhance the quality of learning and teaching including assessment practices within and across organisations.

Carol’s research has centred on supporting learner transitions through application of research on individual learning differences through which Professor Evans has developed resilience and assessment frameworks (EAT). Carol’s recent funded research has focused on the development of self-regulatory assessment practices to reduce differential learning outcomes among students. She is renowned for her ability to promote inclusive and collegiate communities. For her work on student and staff partnerships in higher education she attained a collaborative award for teaching excellence (CATE) and spotlight award, awarded by Advance HE, for her work on developing participatory assessment feedback communities. She has also undertaken significant research on student and lecturer engagement in high impact pedagogies, and learning gain.

Professor Evans is establishing a PhD hub at the University of Birmingham’s Higher Education Futures Institute focused on assessment and inclusive learning and teaching practices, and welcomes PhD applications in relation to this. Carol’s approach to PhD support is holistic and all PhD students are expected to become part of the assessment research team within HEFI, and also based in the School of Education.  

Biography

Professor Carol Evans is Academic Lead of the Higher Education Futures Institute at the University of Birmingham. In this role, she is leading the development of assessment practices at Birmingham. She is a visiting Professor at the University of Southampton where she ran the highly successful researching assessment practices (RAP) strategy; having previously held visiting professorial fellowships at UCL: Institute of Education and fellowships at Exeter and Durham. She has also held positions at the Universities of Exeter, UCL: Institute of Education, the KSS Deanery, and Durham University, and following a highly successful career in secondary education.

Carol is a National Teaching Fellow and Principal Fellow of Advance HE, UK; a member of the Committee of National Teaching Fellows, and served as the first UK Vice President of the International Federation of National Teaching Fellows (IFNTF). Carol is editor-in-chief of Higher Education Pedagogies journal (www.tandfonline.con/rhep) and Associate Editor of the British Journal of Educational Psychology.  She leads the development of Advance HE’s Interdisciplinary Network for Research-informed Assessment Practices (INRAP), and is Chair of the European Universities Association (EUA) thematic peer group on student assessment. Carol is passionate about using an understanding of individual differences to inform assessment practices with an emphasis on Equity, Agency, and Transparency. Information on Carol’s EAT Assessment and Feedback Framework can be found at https://eatframework.org.uk/

Postgraduate supervision

Carol is establishing a PhD hub at the University of Birmingham’s Higher Education Futures Institute focused on assessment and inclusive learning and teaching practices, and welcomes PhD applications in relation to this. Carol’s approach to PhD support is holistic and all PhD students are expected to become part of the assessment research team within HEFI, and also based in the School of Education.  

Areas of interest: cognitive styles; assessment; resilience; engagement; high impact pedagogies

Research

Key recent research funding highlighted below in the areas of assessment, self-regulation, student agency, individual learning differences, engagement, high impact pedagogies. Latest projects I am leading are on academic leadership of learning and teaching in higher education; pedagogical research literacy and the notion of the integrated academic. 

2017    PI: HEFCE/OfS Catalyst Funding bid B. Maximising student success through the development of self-regulation. Total project funding £1,032,154. 

2016    PI: HEFCE/OfS Catalyst Funding bid Supporting student agency and success in higher education and beyond through the development of assessment feedback skills (the ability to self-monitor and self-evaluate). Total project funding £100,000. 

2015    Bokhove, Muijs and Evans HEA, Multilevel analyses of HEA survey data for PRES, PTES and UKES 1 June 2015 – 31 July 2015. Awarded £16,500. 

2015    PI: HEA Innovative Pedagogical Practices in the disciplines. Awarded £8,100. 

2014    PI: Higher Education Academy: Engaged student learning: High impact strategies to enhance student achievement. Awarded £84,000.

Publications

Books

Evans, C., & Kozhevnikov, M. (2013). Styles of practice in higher education: Exploring approaches to teaching and learning. London: Routledge. 

Scott, D., Evans, C., Hughes, G., Burke, P-L, Walter, C.., & Watson, D, and Walter, C. (2014). Learning transitions in higher education. London: Palgrave. 

Waring, M., & Evans, C. (2015). Understanding Pedagogy: Developing a critical approach to teaching and learning. Abingdon, Oxford, United Kingdom: Routledge.http://www.amazon.co.uk/Understanding-Pedagogy-Developing-critical-approach/dp/041557174X 

Book Review

Evans, C. (2014). Book Review of L.F. Zhang (2013). The malleability of intellectual styles. Higher Education, May, 2014. 

Chapters

Evans, C. (2016). Using an understanding of cognitive styles to enhance pedagogy. In: H. Pedrosa-de-Jesus and M. Watts in collaboration with C. Guerra, B. da Silva Lopes, & A. Moreira. Academic Growth in Higher Education: questions and answers’. Rotterdam, Sense Publishers. 

Evans, C. (2015).  Exploring students’ emotions and emotional regulation of feedback in the context of learning to teach. In V. Donche, S. De Maeyer, D. Gijbels, and H. van den Bergh (Eds.) (2015). Methodological challenges in research on student learning (pp. 107-160). Garant: Antwerpen. 

Evans, C. (2014). Exploring the use of a deep approach to learning with students in the process of learning to teach in D. Gijbels, V. Donche, J. T. E Richardson, and J. Vermunt. Learning patterns in higher education. Dimensions and research perspectives (pp. 187-213).EARLI Book Series. London and New York: Routledge.

Evans, C., & Waring M. (2015).Using an informed understanding of styles to enhance learning and teaching in 21st century learning environments. In: R. Wegerif, J. Kauffman, and L. Liu.  Handbook of research on teaching thinking (pp. 137-150). London: Routledge. 

Evans, C., & Waring, M. (2013). Exploring students’ perceptions of feedback in relation to cognitive styles and culture in C. Evans and M. Kozhevnikov (2013). Styles of practice in higher education: Exploring approaches to teaching and learning (pp. 39-58). London: Routledge. 

Evans, C., & Waring, M. (2012). Application of styles in educational instruction and assessment. In L. F. Zhang, R. J. Sternberg, and S. Rayner (Eds.) The Handbook of Intellectual Styles (pp. 297-330). New York: Springer. 

Evans, C., & Waring, M. (2011). Enhancing feedback practice: A personal learning styles pedagogy approach. In S. Rayner and E. Cools (Eds.), Style differences in cognition, learning, and management: Theory, research and practice (pp. 188-203). New York, NY: Routledge. 

Evans, C., & Waring, M. (2009). The place of cognitive style in pedagogy: Realising potential in practice In: L. F. Zhang and R. J. Sternberg (Eds.) Perspectives on intellectual styles (pp. 169-208). New York: Springer. 

Evans, C., & Waring, M. (2007). Using the CSI in educational settings. In: L.M. Lassen, L. Bostrom, & H. H. Henrik Knoop, (Eds.), Laering og laeringsstile om unikke og faelles veje I paedagogikken (pp.103 -122).  Denmark: Dansk Psykolgisk Forlag.  

Scott, D., & Evans, C. (2015). Chapter Eighteen: The Elements of a Learning Environment, in D. Scott and E. Hargreaves, Sage Handbook of Learning. London: Sage. 

Journal articles

2018

Balloo, K., Evans, C., Hughes, A., Zhu, X., & Winstone, N. (2018). Explicit assessment criteria as the antithesis of ‘spoon-feeding’: How transparency in the assessment process can support students’ self-regulatory development. Frontiers in Education. 

Evans, C., Kandiko-Howson, C., Forsythe, A.  (2018). Making sense of learning gain in higher education. Higher Education Pedagogies. https://www.tandfonline.com/doi/pdf/10.1080/23752696.2018.1508360

Related dissemination to Evans et al., (2018) 

Evans, C., Xiaotong Z., Chiorean, C., Chipulu, C., Fair, N., Ford, N., Gobbi, M., Grange, L., Harding, I.,  Harris, L.,  Lock, J., Lotti, E.,  Mashanovich, G.,  Perisic, V.,  Pettit, S.,  Spencer, V., Telford, M.,  Thorpe, K. (2018). Supporting student agency and success in higher education and beyond through the development of assessment feedback skills (the ability to self-monitor and self-evaluate). Experimental Innovations OfS Catalyst A report.

2017

Elkington, S. & Evans, C. (2017). Transforming assessment in higher education. Case Study series, York: Higher Education Academy. 

Evans, C. (2017). Early career teachers’ research literacy: What does it look like and what elements support its development in practice?  Research Papers in Education, 32(4)540-551. 

Evans, C., Waring, M., & Christoudolou, A. (2017). Building teachers’ research literacy: Integrating practice and research. Research Papers in Education, 32 (4), 303-423. 

Kelly, P., Fair, N., & Evans, C. (2017). The engaged student ideal in UK higher education policy. Higher Education Policy.

2016

Evans, C. (2016). Enhancing assessment feedback practice in higher education: The EAT Framework. University of Southampton. 

Zhang, L. F., Evans, C., & Postiglione, G. A. (2016).  Do organizational commitments matter in teaching approaches among academics in elite higher educational institutions in Beijing?  Educational Psychology, 14 (1).

2015

Evans, C. (2015). Students’ perspectives on the role of peer feedback in supporting learning. Journal of Cognitive Education and Psychology, 14(1), 110-125. 

Evans, C. (2015).  Exploring students’ emotions and emotional regulation of feedback in the context of learning to teach. In V. Donche, S. De Maeyer, D. Gijbels, H. van den Bergh (Eds.) (2015). Methodological challenges in research on student learning (pp. 107-160). Garant: Antwerpen. 

Evans, C. (2015). Innovative pedagogical practices: The Personal Learning Styles Pedagogy. York: Higher Education Academy. 

Evans, C., & Hardaker, G. (2015). Understandings and applications of resilience. Special issue Editorial. Journal for Multicultural Education, 9(3). 

Evans, C., with Muijs, D., & Tomlinson, D. (2015). Engaged student learning: high impact  strategies to enhance student achievement. York: Higher Education Academy. 

Vigentini. L. & Evans, C. (2015). The Relevance of Styles to Educational and Workplace contexts. Proceedings and abstracts of the 20th Annual Conference of the European Learning Styles Information Network, 1- 3 July, 2015, University of Exeter, UK.

2014

Duffy, T., Evans, C., & Charlesworth, Z. (2014). Individuality and resilience in learning and education. Proceedings and abstracts of the 19th Annual Conference of the European Learning Styles Information Network, 18 June, 2014, Faculty of Education, Health and Social Sciences, University of West of Scotland, UK. 

Kozhevnikov, M., Evans, C., & Kosslyn, S. (2014). Cognitive style as environmentally sensitive individual differences in cognition: a modern synthesis and applications in education, business and management. Psychological Science in the Public Interest, 15(1), 3-33. http://psi.sagepub.com/content/15/1/3.full.pdf+html 

Evans, C., & Cools, E. (2014). Building learning capacity for life. Reflecting Education, 9(2).

2013

Bostrom, L., Augustsson, G., Evans, C., Charlesworth, Z., & Cools, E. (2013). Building learning capacity for Life. Proceedings of the 18th Annual Conference of the European Learning Styles Information Network, 18-20 June, 2013, Billund, Denmark, UK. 

Evans, C. (2013). Making sense of assessment feedback in higher education. Review of Educational Research, 83(1), 70-120. http://journals.sagepub.com/doi/full/10.3102/0034654312474350 

Evans, C., Richardson, J. T., & Waring, M. (2013). Field independence: A critique and a reinterpretation. British Journal of Educational Psychology, 83(2), 210-224. 

Evans, C., & Vermunt. J. (2013). Styles, approaches and patterns in student learning. British Journal of Educational Psychology, 83(2), 185-195. 

2012

 Charlesworth, Z., Cools, E., & Evans, C. (2012). (Eds.). Proceedings of the 17thAnnual Conference of the European Learning Styles Information Network, 26-28 June, 2012, Cardiff, Wales, UK. 

Evans, C. (2012). (Eds.) Enhancing feedback practice: We could do better? Reflecting Education, 8(1), 1-9. http://www.reflectingeducation.net/index.php/reflecting/issue/view/14 

2011

Evans, C., & Cools, E. (2011). New directions with styles research: Applying styles research to educational practice. Learning and Individual Difference Journal, 21(3), 249-254.

Evans, C., & Cools, E. (2009). (Eds.).The use and understanding of style differences to enhance learning. Reflecting Education, 5(2), 1- 18. 

Evans, C., & Kozhevnikov, M. (2011). (Eds.) Styles of practice: How learning is affected by students’ and teachers’ perceptions and beliefs, conceptions and approaches to learning. Research Papers in Education, 26(2), 133-148. 

Evans, C., & Waring, M. (2011). Student teacher assessment feedback preferences: the influence of cognitive styles and gender. Learning and Individual Differences Journal, 21 (3), 271-280.

Evans, C, & Waring, M. (2011). Exploring students’ perceptions of feedback in relation to cognitive styles and culture. Research Papers in Education, 26(2), 171-190. 

Evans, C., & Waring, M. (2011). How can an understanding of cognitive style enable trainee teachers to have a better understanding of differentiation in the classroom Educational Research for Policy and Practice, 10, 149-169. 

Scott, D., Evans, C., Hughes, G., Burke, P.J., Watson, D., Walter, C., Stiasny, M., Bentham, M., & Huttly, S. (2011). Facilitating transitions to Masters–level learning- Improving formative assessment and feedback processes. Executive Summary. Final Extended Report. Higher Education Academy. 

Vanthournout, G., Coertjens, L., Donche, V., Gijbels, D., Evans, C. & Pedrosa-de-Jesus, H. (2011). (Eds.). Proceedings of the 16th Annual Conference of the European Learning Styles Information Network, 29 June – 1st July, 2011, University of Antwerp, Belgium. 

2010

Evans, C., Cools, E., & Charlesworth, Z. M. (2010). Learning in higher education – how cognitive and learning styles matter. Teaching in Higher Education, 15, 469-480. 

Evans, C., & Graff, M. (2008). (Eds.) Exploring style: Enhancing the capacity to learn? (Special Issue) Education and Training, 50(2), 93 - 103.  

Evans, C., Harkins, M. J., & Young, J. (2008). Exploring teaching styles of Canadian teachers. North American Journal of Psychology, 10(3), 567-582. 

Pedrosa-de-Jesus, M.H., Evans, C., Charlesworth, Z., & Cools, E. (2010). Proceedings of the 15th Annual International Conference of the European Learning Styles Information Network, Exploring styles to enhance learning and teaching in diverse contexts? Department of Education, University of Aveiro, Portugal, 28-30 June, 2010.

2009

Charlesworth, Z. M., Evans, C., & Cools, E. (2009). (Eds.) Proceedings of the 14thAnnual International Conference of the European Learning Styles Information Network, 17 – 19 June, 2009, Glion  Institute of Higher Education, Bulle-en-Gruyere, Switzerland. 

2008

Evans, C., & Waring, M. (2008). Trainee teachers’ cognitive styles and notions of differentiation. Education and Training, 50(2), 140-154. 

Graff, M., & Evans, C. (2008). (Eds.) Cognitive styles in practice. The Psychology of Education Review, 32(1), March 2008. 

Harkins, M. J., Evans, C., & Young, J. D. (2007). School teachers and workplace learning: Cognitive styles and learning preferences linkages. Proceedings of the American Society of Business and Behavioral Sciences, USA, 14(1), 685-699.

2007

Redmond, T., Parkinson, A., Moore, C., Stenson,  A., Evans, C., Rayner, S., Armstrong, S., Graff, M., Lassen, L. M.,  Bostrom, L.,  Peterson, E., &  Ashwin, A. (2007).(Eds.)Proceedings of the 12th Annual Conference of the European Learning Styles Information Network, 12 – 14 June, 2007, Trinity College, Dublin. 

2006

Evans, C., & Sadler-Smith, E. (2006). (Eds.) Learning styles. Education and Training, 48(2 & 3), 77 - 84. 

Evans, C., & Waring, M. (2006). Towards inclusive teacher education: Sensitising individuals to how they learn. Educational Psychology, 26(4), 499-518. 

Lassen, L. M., Bostrom, L., & Evans, C. (2006). (Eds.). Proceedings of the 11th Annual International Conference of the European Learning Styles Information Network, 12- 14 June, 2006 University of Oslo, Norway. 

2004

Cools, E., Van den Broeke, H., Evans, C., & Redmond, T.  (2008). (Eds.)  Proceedings of the 13th Annual International Conference of the European Learning Styles Information Network, 23 – 25 June, 2008 Vlerick Leuven Gent Management School, Gent, Belgium.

Evans, C. (2004). Exploring the relationship between cognitive style and teaching. Educational Psychology, 24(4), 509 – 531.