Currently browsing: Centre for the Study of Global Development

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Addae-Kyeremeh, Eric; Ani, Anthony; Jebuni-Adanu, Cynthia and Nettey, Jeremiah (2021). Exploring new ways of working in the co-creation of digital teaching and learning assets to support professional development at scale- Experiences from Ghana. In: DETA Conference 2021-Reimagining African Teacher Education through Distance for a Post-Pandemic Future, 03/08/2021-05/08/2021, Online.

Addae-Kyeremeh, Eric and Boateng, Felicia (2024). New National Teacher Education Curriculum in Ghana: Successes and Challenges. In: Shohel, Muhammad and Mortby, Alex eds. Practitioner Research in College-Based Education. Hershey, PA, USA: IGI Global.

Addae-Kyeremeh, Eric; Cullen, Jane; Mallet, Joshua and Owusu-Agyemfra, Augustus (2021). ICT-based teaching and learning in Ghana: OpenSTEM Africa. In: UKFIET Conference Building Back Better in Education and Training?, 13/09/2021-16/09/2021, Online.

Addae-Kyeremeh, Eric (2020). Educational leadership at local and community level: Supporting ‘Quality Education’ even in times of adversity. The Open University.

Akanji, Tajudeen and Ebubedike, Margaret (2024). Voices of the Children of the Lake Chad. The Open University.

Akanji, Tajudeen; Ebubedike, Margaret; Kunock,, Afu Isaiah; Mala, Aziz; Hadiza, Kiari Fougou; Bourma, Malato Ouya and Nwoye, Adaobi (2024). A ‘Hidden’ Crisis-In-Crises: A Transformative Agenda ‘Boko-Haram and Education’ In the Countries of The Lake Chad Region Through Visual Narratives. In A ‘Hidden’ Crisis-In-Crises: A Transformative Agenda ‘Boko-Haram and Education’ In the Countries of The Lake Chad Region Through Visual Narratives. Open University, Milton Keynes, UK.

Aktar, Afrin; Roelen, Keetie and Ton, Giel (2024). Exploring Synergies Between Community Mobilisation and Cash Transfers in Bangladesh. IDS Bulletin, 55(2) pp. 193–208.

Akyeampong, Albert; Carter, Emma; Rose, Pauline; Ryan, Jennifer; Sabates, Ricardo and Stern, Jonathan (2022). The effects of language preference and home resources on foundational literacy retention during school holiday closures in Ghana: Lessons from the Complementary Basic Education Programme. Prospects, 52 pp. 115–136.

Akyeampong, Kwame; Cullen, Jane; Addae-Kyeremeh, Eric; Hendry, Helen; Kwaah, Christopher Yaw and Avornyo, Esinam Ami (2021). Play-based Learning in Ghana - The Evidence and Policy Implications. The Open University.

Albury, Charlotte; Strain, David; Le Brocq, Sarah; Logue, Jennifer and Lloyd, Cathy (2020). The importance of language in engagement between health-care professionals and people living with obesity: a joint consensus statement. The Lancet:Diabetes & Endocrinology, 8(5) pp. 447–455.

Alla-Mensah, Joyceline and Addae-Kyeremeh, Eric (2024). The potential role of ICT in facilitating learning for livelihoods among informal apprentices in the automotive trade in Ghana. In: Powell, Lesley; Cooper, Adam; Brown, Trent and McGrath, Simon eds. Learning for Livelihoods in the Global South: Theoretical and Methodological Lenses on Skills and the Informal Sector. Routledge Research in International and Comparative Education. Abingdon, UK: Routledge, pp. 117–130.

Amponsah, Mavis Ansu; Asamani, Lebbaeus; Addae-Kyeremeh, Eric and Assie, Rebecca Akosua Afrah (2024). Teacher Instructional Scaffolding Improves Psychological Capital of Learners and Boosts their Self-Regulated Learning Capacities. Canadian Journal of Education and Social Studies, 4(2) pp. 37–53.

Amponsah Ansu, Mavis; Asamani, Lebbaeus and Addae-Kyeremeh, Eric (2023). Teacher instructional scaffolding improves the psychological capital of learners and boosts their self-regulated learning capabilities (71084). In: The 11th European Conference on Education (ECE2023), 13-17 Jul 2023, SOAS University of London and University College London.

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Bennett, Laura; Findlay Brooks, Ruth; Fransman, Jude; Harrison, Tom; O'Donovan-Iland, Ben and Witham, Gerard (2021). Learning from Consortia: Programme story and reflections. The Partnering Initiative; Bond, Oxford; London.

Bhandari, Renu (2024). Examining Stereotypes and Parenting Behaviours of South Asian Heritage Parents: Discourse and Case Studies. Hershey, PA, USA: IGI, Global.

Biswas, Sudeb Kumar; Griffiths, Malcolm; Hedges, Claire; Mathew, Rama and Sarkar, Bikash Chandra (2017). Teachers’ voices. Capturing the dynamics of change through classroom research. Report on teachers’ studies and 2017 conference. English in Action, Dhala Bangladesh.

Boampong, Michael (2021). [Book review] Marie Louise Seeberg and Elżbieta M Goździak, Contested Childhoods: Growing Up in Migrancy, Migration, Governance, Identities. Global Studies of Childhood, 11(1) pp. 115–117.

Boyd, Lesley (2023). ULTIMATE: conceptual framework of a technology-enabled collaborative problem solving and improvement process. Open Issue 1.0 September 2023. Lesley Boyd.

Buckler, Alison (2022). Embracing ‘yes, and…’ as a researcher. WELS Research Conversations, UK.

Buckler, Alison (2022). Researching in the Open: what this means to the Ibali team. In The Ibali Knowledge Hub The Ibali Knowledge Hub / The Open University.

Buckler, Alison; Agbaire, Jennifer and Oluseye, Ayomide (2025). Teaching inclusively in Nigeria: new framings of inclusion surfaced through a collective storytelling approach. International Journal of Qualitative Studies in Education (Early access).

Buckler, Alison and Mkwananzi, Faith (2024). “But here, we think in pictures first”: principles and practices for text-free storytelling workshops. The Ibali Knowledge Hub.

Buckler, Alison and Mkwanazi, Faith (2023). ‘Out-of-school girls’: do we need to re-think the terminology? UKFIET Knowledge Hub.

Buckler, Alison; Stutchbury, Kris; Kasule, George; Cullen, Jane and Kaije, Doris (2021). What Prevents Teacher Educators from Accessing Professional Development OER? Storytelling and Professional Identity in Ugandan Teacher Colleges. Journal of Learning for Development, 8(1) pp. 10–26.

Buckler, Alison; Chamberlain, Liz; Stutchbury, Kris and Hedges, Claire (2020). Minimising the ‘distance’ in distance learning during a global health crisis: Framing an international education response to Covid-19. UKFIET The Education and Development Forum.

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Campoli, A.; Luck, R.; Shrestha, P.; Pradhan, P. and Rana, P. (2024). ‘It is not rocket science but it can change our lives’: pluriversal design with FabLab Nepal at a spinal injury clinic. CoDesign: International Journal of CoCreation in Design and the Arts, 20(1) pp. 20–35.

Carter, Emma; Rose, Pauline; Sabates, Ricardo and Akyeampong, Kwame (2020). Trapped in low performance? Tracking the learning trajectory of disadvantaged girls and boys in the Complementary Basic Education programme in Ghana. International Journal of Educational Research, 100 p. 101541.

Carter, Emma; Sabates, Ricardo; Rose, Pauline and Akyeampong, Kwame (2020). Sustaining literacy from mother tongue instruction in complementary education into official language of instruction in government schools in Ghana. International Journal of Educational Development, 76 p. 102195.

Chamberlain, Liz; Buckler, Alison and Mkwananzi, Faith (2021). Building a case for inclusive ways of knowing through a case study of a cross-cultural research project of out-of-school girls in Zimbabwe: practitioners’ perspectives. In: Fox, Alison; Busher, Hugh and Capewell, Carmel eds. Thinking critically and ethically about research for education. London: Routledge, pp. 27–39.

Chamberlain, Liz; Buckler, Alison; Worwood, Kelly; Chigodora, Obert; Chishava, Charlotte and Hedges, Claire (2023). Overcoming adversity for marginalised adolescent girls in Zimbabwe. In: Holliman, Andrew and Sheehy, Kieron eds. Overcoming Adversity in Education. London: Taylor and Francis, pp. 223–233.

Chamberlain, Liz and Dean, Caroline (2022). Breaking the textbook gender bias: Inspiring girls and young women through providing role models they can identify with. The Education and Development Forum - UKFIET, London, UK.

Chamberlain, Liz; Rodriguez-Leon, Lucy and Woodward, Clare (2022). Disrupting language of instruction policy at a classroom level: oracy examples from South Africa and Zambia. Literacy, 56(3) pp. 264–274.

Charania, Amina; Cross, Simon; Wolfenden, Freda; Sen, Sohini and Adinolfi, Lina (2024). Exploring teacher characteristics and participation in TPACK-related online teacher professional development in Assam, India. Computers and Education Open, 7, article no. 100227.

Charitonos, Koula; Kukulska-Hulme, Agnes; Huxley, Sarah; Hedges, Claire; Law, Patrina; Power, Tom; Akyeampong, Kwame; Mwoma, Teresa; Al-Awidi, Hamid and Whitelock, Denise (2023). Consultation for the 2023 GEM Report on Technology and Education. The Open University.

Chaturvedi, Santosh K; Manche Gowda, Shayanth; Uddin Ahmed, Helal; Alosaimi, Fahad D; Andreone, Nicola; Bobrov, Alexey; Bulgari, Viola; Carrà, Giuseppe; Castelnuovo, Gianluca; de Girolamo, Giovanni; Gondek, Tomasz; Jovanovic, Nikola; Kamala, Thummala; Kiejna, Andrzej; Lalic, Nebojsa; Lecic-Tosevski, Dusica; Minhas, Fareed; Mutiso, Victoria; Ndetei, David; Rabbani, Golam; Somruk, Suntibenchakul; Srikanta, Sathyanarayana; Taj, Rizwan; Valentini, Umberto; Vukovic, Olivera; Wölwer, Wolfgang; Cimino, Larry; Nouwen, Arie; Lloyd, Cathy and Sartorius, Norman (2019). More anxious than depressed: prevalence and correlates in a 15-nation study of anxiety disorders in people with type 2 diabetes mellitus. General Psychiatry, 32(4), article no. e100076.

Cross, Simon (2024). Appropriations and subversions of digital badges for educational transformation: The imprint of place, examples from India, and an historical long-view. In: CIES 2024, 10-14 Mar 2024, Miami, USA.

Cuesta, Jose; Devereux, Stephen; Abdulai, Abdul‐Gafaru; Gupte, Jaideep; Ragno, Luigi Peter; Roelen, Keetie; Sabates‐Wheeler, Rachel and Spadafora, Tayllor (2021). Urban social assistance: Evidence, challenges and the way forward, with application to Ghana. Development Policy Review, 39(3) pp. 360–380.

Cullen, Jane; Addae-Kyeremeh, Eric; Murphy, Kerry and Biard, Olivier (2021). Remodelling STEM education using onscreen tools to teach practical science in Ghana. In: Ghana National Education Week (NEW) 2021 - Reimagining Education for National Transformation, 28/09/21-01/10/21, Online.

Cullen, Jane; Ocloo, Augustine; Owusu, Kofi; Murphy, Kerry; Velasco, Maria; Davies, Sarah-Jane and Addae-Kyeremeh, Eric (2023). Opportunities and challenges of tertiary level ICT-based science education in Ghana. In: Education for Social & Environmental Justice: Diversity, Sustainability , Responsibility: UKFIET 17th Conference on International Education and Development, 07 Sep 2023 online; 12-14 Sep 2023 Oxfo UK, Oxford, UK.

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Ebubedike, Margaret; Akanji, Tajudeen; Kunock, Afu Isaiah and Fox, Alison (2023). Ethics for educational research in regions of protracted armed conflict and crisis: a participatory community project in the Lake Chad region. Community Development Journal, 58(1) pp. 102–120.

Ebubedike, Margaret; Akyeampong, Albert; Addae-Kyeremeh, Eric; Dery, Portia; Boateng, Felicia and Doka, Jane (2024). Power of Parents: Exploring the potential role of parents and caregivers in strengthening language development and literacy acquisition for children aged 3-12 in Sub-Saharan Africa
Extended Literature Review. The Open University, Milton Keynes.

Ebubedike, Margaret; Akyeampong, Kwame; Addae-Kyeremeh, Eric; Doka, Jane; Boateng, Felicia and Dery, Portia (2024). Power of Parents: Exploring the potential role of parents and caregivers in strengthening language development and literacy acquisition for children ages 3-12 in Sub-Saharan Africa. Multisite case-study from Nigeria and Ghana. The Open University, Milton Keynes.

Ebubedike, Margaret and Chamberlain, Liz (2021). Rapid Research Response: collective sensemaking around experiences and challenges of harnessing education research opportunities during a global pandemic. Research Conversations, Open University Education Blog.

Ebubedike, Margaret; Dawadi, Saraswati; Alla-Mensah, Joyceline; Kwaibwe, Henry N.; Kamunvi, Eric-Robert; Cingtho, Diana; Mwesi Habagaya, Yosia; Kyaidhi, Lilian and Ngobi, Prossy (2024). Report on stakeholders' consultative engagement on trafficking in persons in Uganda. The Open University.

Ebubedike, Margaret; Dawadi, Saraswati and Boateng, Felicia (2025). Preventing Trafficking of Girls Through Empowerment and Information Strategy: A Case study of Nepal and Nigeria. The Open University, Milton Keynes.

Ebubedike, Margaret (2020). How government can support learning during school closures in Nigeria: No more missed opportunities. UKFIET The Education and Development Forum.

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Gallastegi, Lore; Gaved, Mark; Woodward, Clare; Stutchbury, Kris and Henry, Fiona (2022). ICT Strengthening Partnership in Zambian schools. In: BAICE 2022: Partnerships in education: collaboration, co-operation and co-optation, 13-15 Sep 2022, Edinburgh, Scotland.

Gallastegi, Lore; Stutchbury, Kris; Woodward, Clare and Henry, Fiona (2022). School based professional development in partnership in Zambia. In: BAICE 2022: Partnerships in education: collaboration, co-operation and co-optation, 13-15 Sep 2022, Edinburgh, Scotland.

Gallastegi, Lore; Woodward, Clare and Stutchbury, Kris (2021). Zambian Education School-based Training (ZEST) Project: Midline Evaluation, May 2021. The Open University.

Gallastegi, Lore and Stutchbury, Kris (2018). Zambian Education School-based Training (ZEST) Project: Baseline Study, March 2018. The Open University.

Gallastegi, Lore and Stutchbury, Kris (2019). Zambian Education School-based Training (ZEST) Project: Cohort 1 Evaluation, June 2019. The Open University.

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Hedges, Claire and Power, Tom (2022). Print. Resource Pack to Support Remote Learning. Resource Packs to Support Remote Learning; UNICEF & The World Bank.

Hedges, Claire; Power, Tom; Dawadi, Saraswati; Rahman, Hafiz and Siddique, Nure Alam (2022). 3MPower PEER Researcher Workshop Report. The Open University, Milton Keynes.

Hedges, Claire; Power, Tom; Haider, Arosa Tahsin; Shifat, Nazmuzzaman; Kawser, Masud; Galib, Sabir Hasan; Fahad, Sameul Hoque; Munira, Sirajam and Parvin, Tauhida (2022). 3MPower Evidence Café 1: Report. The Open University, Milton Keynes.

Hedges, Claire; Power, Tom and Tengenesha, Martha (2021). Improving Gender Attitudes, Transition and Education Outcomes (IGATE-T) Case Studies: Changing Learning. The Open University, Great Britain.

Hedges, Claire; Rahman, Hafiz; Power, Tom and Stevenson, Jacqueline (2024). Maximising the impact of online teacher development courses to improve teaching and learning: lessons for national directors and education officers. CSGD Policy Brief #2. The Open University.

Hedges, Claire; Rahman, Hafiz; Power, Tom and Stevenson, Jacqueline (2024). Realising the potential of online teacher development courses to improve student learning: lessons for Local Education Officers. CSGD Policy Brief #3. The Open University.

Howard, Neil; Roelen, Keetie; Ton, Giel; Espinoza Hermoza, Mauricio; Al Mamun, Saklain; Chowdhury, Kabita; Aktar, Taslima and Huq, Lopita (2025). A new approach to children’s work that prioritises resilience, well-being and agency: emerging findings from a ‘cash plus’ intervention in Bangladesh. BMJ Paediatrics Open, 9, article no. e002422.

Hu, Ran (2024). Assembling China’s Belt and Road Initiative: Discourse, Institution, and Materials. International Political Sociology, 18(1), article no. olae002.

Hu, Ran (2024). State Transformation and China's Belt and Road Initiative. In: Roy, Indrajit; Eckhardt, Jappe; Stroikos, Dimitrios and Davidescu, Simona eds. Rising Power, Limited Influence: The Politics of Chinese Investments in Europe and the Liberal International Order. Oxford, UK: Oxford University Press, pp. 44–64.

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Jackson, Lace M. (2024). Global Majority Leadership: The Experience and Practice. Palgrave Macmillan.

Jones, Rebecca L.; Bbaale, Leilah; Charitonos, Koula; Alla-Mensah, Joyceline; Hewitt, Jenny; Matova, Quraish; Daira Marylyn, Fanta; Ireen, Munyandinda; Blessing, Miskat Mariata and Pross, Ninsiima (2023). Knowledge, resources and access to sexual and reproductive health and rights: The views and experiences of young refugees living in Kyangwali refugee settlement, Western Uganda. The Open University, Milton Keynes.

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Kukulska-Hulme, Agnes; Power, Tom; Dawadi, Saraswati; Rahman, S. M. Hafizur and Parvin, Tauhida (2024). Factors in mathematics teachers’ access to digital technologies and their professional development through praxis in marginalised communities in Bangladesh. Journal of Technology and Teacher Education, 32(3) pp. 263–286.

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Lekobane, Khaufelo Raymond and Roelen, Keetie (2020). Leaving No One Behind: Multidimensional Child Poverty in Botswana. Child Indicators Research, 13(6) pp. 2003–2030.

Lind, Jeremy; Roelen, Keetie and Sabates-Wheeler, Rachel (2021). Social Protection, Covid-19, and Building Back Better. IDS Bulletin, 52(1) pp. 45–64.

Lloyd, C. E.; Sartorius, N.; Ahmed, H. U.; Alvarez, A.; Bahendeka, S.; Bobrov, A. E.; Burti, L.; Chaturvedi, S. K.; Gaebel, W.; de Girolamo, G.; Gondek, T. M.; Guinzbourg, M.; Heinze, M. G.; Khan, A.; Kiejna, A.; Kokoszka, A.; Kamala, T.; Lalic, N. M.; Lecic-Tosevski, D.; Mannucci, E.; Mankovsky, B.; Müssig, K.; Mutiso, V.; Ndetei, D.; Nouwen, A.; Rabbani, G.; Srikanta, S. S.; Starostina, E. G.; Shevchuk, M.; Taj, R.; Valentini, U.; van Dam, K.; Vukovic, O. and Wölwer, W. (2020). Factors associated with the onset of major depressive disorder in adults with type 2 diabetes living in 12 different countries: results from the INTERPRET-DD prospective study. Epidemiology and Psychiatric Sciences, 29(e134) pp. 1–9.

Lu, Yanhui; Xing, Pengbo; Cai, Xue; Luo, Dan; Li, Ruxue; Lloyd, Cathy; Sartorius, Norman and Li, Mingzi (2020). Prevalence and Risk Factors for Diabetic Peripheral Neuropathy in Type 2 Diabetic Patients From 14 Countries: Estimates of the INTERPRET-DD Study. Frontiers in Public Health, 8, article no. 534372.

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McGrath, Simon; Powell, Lesley; Alla-Mensah, Joyceline; Hilal, Randa and Suart, Rebecca (2022). New VET theories for new times: the critical capabilities approach to vocational education and training and its potential for theorising a transformed and transformational VET. Journal of Vocational Education and Training, 74(4) pp. 575–596.

McGrath, Simon; Alla-Mensah, Joyceline and Langthaler, Margarita (2018). Skills for decent work, life and sustainable development: Vocational education and the sustainable development goals. Austrian Foundation for Development Research.

Mumtaz, Zahid and Roelen, Keetie (2025). Winners and losers: class dynamics and social protection in Pakistan. International Journal of Social Welfare, 34(2), article no. e12700.

Muñoz-Basols, Javier and Fuertes Gutierrez, Mara (2023). Asociacionismo y enseñanza del español en Europa. Archiletras Científica, 10 pp. 107–119.

Muñoz-Basols, Javier and Fuertes Gutierrez, Mara (2024). Oportunidades de la Inteligencia Artificial (IA) en el aprendizaje y la enseñanza de lenguas
Opportunities for Artificial Intelligence (AI) in Language Teaching and Learning. In: Muñoz-Basols, Javier; Fuertes Gutierrez, Mara and Cerezo, Luis eds. La enseñanza del español mediada por tecnología: de la justicia social a la Inteligencia Artificial (IA). Routledge, pp. 343–365.

Muñoz-Basols, Javier and Fuertes Gutierrez, Mara (2024). Interacción en entornos virtuales de aprendizaje / Interaction in Virtual Learning Environments. In: Muñoz-Basols, Javier; Fuertes Gutierrez, Mara and Cerezo, Luis eds. La enseñanza del español mediada por tecnología: de la justicia social a la Inteligencia Artificial (IA). Routledge, pp. 186–217.

Muñoz-Basols, Javier; Fuertes Gutiérrez, Mara and Cerezo, Luis (2024). Planificar, Personalizar, Implementar (PPI): La enseñanza de lenguas mediada por tecnología [Planning, Personalization, Implementation (PPI): Technology-mediated language teaching]. In: Muñoz-Basols, Javier; Fuertes Gutiérrez, Mara and Cerezo, Luis eds. La enseñanza del español mediada por tecnología: de la justicia social a la Inteligencia Artificial (IA). London: Routledge, pp. 1–19.

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Nebe, Jane; Agbaire, Jennifer and Buckler, Alison (2023). International Research Teams and Vis-aaaaaaaaaarghs. The Ibali Knowledge Hub.

Nisbett, Nicholas; Salm, Leah; Roelen, Keetie; Baldi, Giulia; Mejia, Carla; Gonzalo Jaramillo Mejia, Juan; Paredes Cauna, Fiorella; Gelli, Aulo; Olney, Deanna and Vooris, Emily (2023). Social Protection Pathways to Nutrition. Synthesis report. IDS, WFP & IFPRI, Brighton.

Nisbett, Nicholas; Salm, Leah; Roelen, Keetie; Baldi, Giulia; Mejia, Carla; Juan, Gonzalo Jaramillo Mejia; Fiorella, Paredes Cauna; Gelli, Aulo; Olney, Deanna; Vooris, Emily; Casu, Laura and Ruel, Marie (2023). Social Protection Pathways to Nutrition: Rapid evidence review. IDS, WFP & IFPRI, Brighton.

Nisbett, Nicholas; Salm, Leah; Roelen, Keetie; Baldi, Giulia; Mejia, Carla; Mejia, Juan Gonzalo Jaramillo; Cauna, Fiorella Parades; Gelli, Aulo; Olney, Deanna and Vooris, Emily (2023). Social Protection Pathways to Nutrition Case studies. IDS, WFP & IFPRI, Brighton, UK.

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Okada, Alexandra (2025). Cartografia do conhecimento para jovens pensadores: Questões de sustentabilidade, técnicas de mapeamento e inteligência artificial. The Open University.

Okada, Alexandra and Matta, Claudia Eliane (2021). Teacher training for professional education through a course of extension on emerging Technologies with open schooling. Revista Diálogo Educacional, 21(71) pp. 1794–1819.

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Papaioannou, Theo; Levidow, Les and Aksoy, Zuhre (2024). Inclusive Innovation for Global Development: the Role of Social Solidarity Economy (SSE) Ecosystems. In: DSA 2024: Social justice and Development in a Polarising World, 26-28 Jun 2024, SOAS University of London, UK / hybrid.

Power, Tom (2022). Introduction. Resource Pack to Support Remote Learning. Resource Packs to Support Remote Learning; UNICEF & The World Bank.

Power, Tom; Buckler, Alison; Ebubedike, Margaret; Tengenesha, Martha; Jama, Mbuso; Ndlovu, America; Mukoyi, Jane; Ndou, Mashudu and Mubaira, Simbarashe (2021). Community Help for Inclusive Learning and Development (CHILD): A Study of How Mobile Phones Were Used to Recruit and Equip Community Volunteers to Support Children’s Learning During Covid-19 School Closures in Zimbabwe. The EdTech Hub, London.

Power, Tom and Hedges, Claire (2022). Digital. Resource Pack to Support Remote Learning. Resource Packs to Support Remote Learning; UNICEF & The World Bank.

Power, Tom and Hedges, Claire (2022). Mobile. Resource Pack to Support Remote Learning. Resource Packs to Support Remote Learning; UNICEF & The World Bank.

Power, Tom; Rahman, Hafiz and Stevenson, Jacqueline (2024). Realising the potential of online teacher development courses to improve student learning — a brief for eLearning providers. CSGD Policy Brief #4. The Open University.

Power, Tom; Rahman, Hafizur; Kukulska-Hulme, Agnes; Siddique, Nure Alam; Hedges, Claire and Dawadi, Saraswati (2022). 3MPower Inception Report. Mobile Learning for the Empowerment of Marginalised Mathematics Educators, Bangladesh. EdTech Hub, London.

Power, Tom; Griffiths, Malcolm and Seal, Timothy (2019). Educational Technology Landscape Review, Myanmar. DFID Myanmar-UK Partnership for Education.

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Reynolds, Martin (2023). Making ‘systems’ work for evaluation. In: Rising to Challenges: how does evaluation rise to the challenge of competing issues, crisis and uncertainty?, 3-5 Oct 2023, Friends Meeting House, London NW1 2BJ..

Rienties, Bart; Duncan, Elaine; Judd, Perry; Oakley, Ben; Pengel, Liset H. M.; Roelen, Keetie and Topley, Nicholas (2024). Barriers and facilitators to physical activity: a comparative analysis of transplant athletes competing in high intensity sporting events with other transplant recipients. PLoS ONE, 19(8), article no. e0307095.

Rienties, Bart and Ramanau, Ruslan (2025). ‘It's extremely weird to understand UK culture when you don't live there and just study from abroad’: An empirical investigation of internationalisation at a distance perspectives. British Journal of Educational Technology, 56(2) pp. 947–966.

Rienties, Bart; Roelen, Keetie; Oakley, Ben; Duncan, Elaine and Pengel, Liset (2025). Multiple and Multi-dimensional Life Transitions of World Transplant Athletes. In: Jindal-Snape, Divya ed. The Palgrave Handbook of Multiple and Multi-Dimensional Educational and Life Transitions. London: Palgrave MacMillan (In Press).

Rodrigo, Coomerene; Buckler, Alison and Agbaire, Jennifer (2024). Beyond binaries: navigating inclusion/exclusion at the intersection of our personal and professional lives. The Ibali Knowledge Hub.

Roelen, Keetie (2024). Talking of poverty: From the analytical to the political. Discourse and Society (Early access).

Roelen, Keetie (2023). Social protection. In: Clarke, Matthew and Zhao, Xinyu (Andy) eds. Elgar Encyclopedia of Development. Edward Elgar.

Roelen, Keetie (2021). Child-sensitive social protection. In: Schuering, Esther and Loewe, Markus eds. Handbook on Social Protection Systems. Cheltenham: Edward Elgar Publishing, pp. 368–377.

Roelen, Keetie; Ahmed, Shakil Md.; Chowdury, Kabita; Diwakar, Vidya; Huq, Lopita; Al Mamun, Saklain; Rabbi, Abu Sayem; Rahman, Nuzaba Tahreen; Rownak, Raisa; Sultan, Maheen and Sumanthiran, Shilohni (2024). Social Protection Experiences of and Attitudes Towards New Urban Poor After Covid-19 in Bangladesh. Institute of Development Studies, Brighton.

Roelen, Keetie and Carter, Becky (2022). Social Assistance in Response to Covid-19: Reaching the Furthest Behind First? Institute of Development Studies (IDS), Brighton.

Roelen, Keetie; Devereux, Stephen; Abdulai, Abdul-Gafaru; Martorano, Bruno; Palermo, Tia and Ragno, Luigi Peter (2017). How to Make ‘Cash Plus’ Work: Linking Cash Transfers to Services and Sectors. In Innocenti Working Paper WP-2017-10 UNICEF Office of Research, Florence, Italy.

Roelen, Keetie and Rodriguez, Karol (2025). Comprehensive social protection programming: what is the potential for improving sanitation. Journal of Development Effectiveness (early access).

Rogers, Justin and Ali, Mariya (2023). The seeds of reform; the evolution of the alternative care system in the Maldives. Institutionalised Children Explorations and Beyond, 10(2) pp. 154–163.

Rogers, Justin; Whitelaw, Robert; Karunan, Victor and Ketnim, Pryn (2021). Children’s experiences of alternative care in mainland Southeast Asia – A scoping review of literature. Children and Youth Services Review, 120

Roy, Indrajit and Hu, Ran (2024). Chinese Investments in Europe: Power, Influence, and the Liberal International Order. In: Roy, Indrajit; Eckhardt, Jappe; Stroikos, Dimitrios and Davidescu, Simona eds. Rising Power, Limited Influence: The Politics of Chinese Investments in Europe and the Liberal International Order. Oxford, UK: Oxford University Press, pp. 1–27.

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Sabates-Wheeler, Rachel; Roelen, Keetie; Lind, Jeremy and Devereux, Stephen (2024). Introduction: Social Protection in a Time of Global Uncertainty. IDS Bulletin, 55(2) pp. 1–14.

Sabates-Wheeler, Rachel; Roelen, Keetie; Mitchell, Rebecca and Warmington, Amy (2023). Blurred Definitions and Imprecise Indicators: Rethinking Social Assistance for Children’s Work. In: Sumberg, James and Sabates-Wheeler, Rachel eds. Children’s Work in African Agriculture: The Harmful and the Harmless. Bristol: Policy Press, pp. 174–203.

Stutchbury, Kris and Agbaire, Jennifer (2024). Holistic thinking to support Teacher Professional Development @ Scale. In: British Association for International & Comparative Education Conference 2024, 3-5 Sep 2024, University of Sussex.

Stutchbury, Kris; Ebubedike, Margaret; Chamberlain, Liz and Amos, Sandra (2025). Professional development in the digital age: supporting improvements in teacher education through MOOCs. Open Learning: The Journal of Open, Distance and e-learning, 40(1) pp. 67–90.

Stutchbury, Kris; Gallastegi, Lore and Woodward, Clare (2021). Zambian Education School-based Training (ZEST) Project: Cohort 3 Evaluation, May 2021. The Open University.

Stutchbury, Kris; Gallastegi, Lore; Woodward, Clare; Biard, Olivier and Phiri, John (2024). Teacher professional development @scale: Achieving quality and sustainability in Zambia. Journal of Learning for Development, 11(2) pp. 237–252.

Stutchbury, Kris; Gallastegi, Lore; Woodward, Clare and Phiri, John (2023). Zambian Education School-based Training: Endline Evaluation Report. The Open University.

Stutchbury, Kris; Woodward, Clare; Gallastegi, Lore and Hanson, Rachel (2021). Supporting Teachers' Professional Development in Zambia in Covid Times. UKFIET - the Education and Development Forum, Cambridge, UK.

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Thomas, Ian and Rogers, Justin (2025). The self-inflicted death of care experienced men in custody, through a lens of loss. In: Jones, Kerry and Robb, Martin eds. Men and Loss: New perspectives on bereavement, grief and masculinity. Routledge Key Themes in Health and Society. Oxon, UK and New York, USA: Routledge, pp. 124–135.

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Waterhouse, Philippa and Bennett, Rachel (2024). The self-rated health of grandmothers caring for grandchildren: Evidence from South Africa. Journal of Population Ageing, 17 pp. 129–146.

Wheeler, Joanna and Buckler, Alison (2023). 13 practical tips for online storytelling workshops. The Ibali Knowledge Hub.

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Yeates, Nicola and Voogsgerd, Herman (2023). Social security, social protection, GATS and the new generation of EU trade agreements. In: Pennings, Frans and Vonk, Gijsberg eds. Research Handbook on European Social Security Law. Research Handbooks in European Law. Cheltenham: Edward Elgar, pp. 380–397.

Young, Tony Johnstone; Ganassin, Sara; Schneider, Stefanie; Schartner, Alina and Walsh, Steve (2022). Intercultural Challenges for the Reintegration of Displaced Professionals: A Response to the Language Learning Needs of Refugees in Europe. Routledge Studies in Language and Intercultural Communication. New York: Routledge.

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