Personal statement

Mahmoud Emira is a Senior Lecturer in Educational Leadership and Management and is the the award leader for Bath Spa's MA Education (Leadership and Management).

In addition to his main focus on leadership and management, Mahmoud has other research interests, including educational assessment, disability and inclusion and vocational education.

Prior to joining Bath Spa University, he worked as a Senior Researcher at Cambridge Assessment/OCR, which is a department of the University of Cambridge. His experience includes teaching in further and higher education in the UK and abroad, as well as having several publications in his research fields.

He has secured a number of research grants. His most recent one was from the Leadership Foundation for Higher Education (LFHE), where he led a research project to investigate leadership in higher education from a disability perspective.

Academic qualifications

  • EdD, Professional Studies in Education (Leadership)
  • PG Cert, Academic Practice in Higher Education
  • PG Dip, Teaching Methods
  • MA, TESOL
  • BA, English Literature

Professional memberships

  • Member - British Educational Leadership Management and Administration Society (BELMAS)
  • Fellow - Higher Education Academy (HEA)
  • Fellow - Society for Education and Training (SET)
  • Practitioner - Association for Educational Assessment (AEA) Europe

Other external roles

Reviewer for the following academic journals 

  • Educational Management, Administration and Leadership (EMAL)
  • International Journal of Leadership in Education (IJLE)
  • Journal of Public Administration and Policy Research
  • Asia Pacific Journal of Education (APJE).

Research outputs

Presentations

  • Cambridge Assessment Seminar 2017
  • JVET Conference 2015
  • EdComs Seminar 2014
  • BELMAS Conference 2013
  • EECERA Conference 2012
  • CICE 2012
  • ECER Conference 2011
  • BERA Conference 2011
  • MMU Conference 2010
  • ICERI 2009
  • IPDA Conference 2008

Projects

  • Emira, M., (2017), Evaluation. Internal Report, Cambridge Assessment
  • Emira, M., (2016), Evaluation. Internal Report, Cambridge Assessment
  • Emira, M., et al., (2015), Understanding leadership from a disability perspective. Commissioned by Leadership Foundation for Higher Education (LFHE)
  • Emira, M., et al., (2012), longitudinal study of early years professional status: an exploration of progress, leadership and impact final report, DfE report, CeDARE, University of Wolverhampton.
  • Emira, M., et al., (2011), Evaluation of the Primary Leading Teachers Programme. Commissioned by National Strategies
  • Emira, M., et al., (2010), Netbooks Evaluation Project: Learner Survey Report and Analysis. Commissioned by Telford and Wrekin Council
  • Basit, T., N., and Emira, M., (2010), Achievement of Ethnic Minority Students. Commissioned by Ethnic Minority Achievement Group, Walsall Council
  • Emira, M., (2010), Broadening the Horizon of Teacher Leadership, Society for Educational Studies (SES)
  • Emira, M., et al., (2009), Access to Leisure Activities: The Perceptions of Children and Young People with Autistic Spectrum Disorder or ADHD and Their Parents/Carers, Walsall Primary Care Trust Report
  • Emira, M., et al., (2008), Researching Initial Proposals for a Minimum Core for Learning Support Practitioners, Lifelong Learning UK (LLUK)

Impact

  • Some of Mahmoud's publications were among the most read journal articles by readers of SAGE
  • One article has been listed as one of the resources for the professionalisation of teaching at the Hong Kong Institute of Education and the Central Resources Centre (Education Bureau) in Hong Kong

Areas of research supervision

Mahmoud is interested in supervising students in the field of educational leadership and management.

Research and academic outputs

Go to ResearchSPAce

Assessment in the modern age: challenges and solutions
book_section

Emira, M, Craven, P, Frazer, S and Rahman, Z (2016) 'Assessment in the modern age: challenges and solutions.' In: Rosen, Y, Ferrara, S and Mosharraf, M, eds. Handbook of research on technology tools for real-world skill development. Information Science Reference, Hershey, PA, pp. 415-444. ISBN 9781466694415

How can you overcome constraints to enhance reflective practice?
book_section

Emira, M and Wilde, J (2011) 'How can you overcome constraints to enhance reflective practice?' In: McGregor, D and Cartwright, L, eds. Developing reflective practice: a guide for beginning teachers. Open University Press, Maidenhead, pp. 187-200. ISBN 9780335242573

What disability? I am a leader! Understanding leadership in HE from a disability perspective
article

Emira, M, Brewster, S, Duncan, N and Clifford, A (2018) 'What disability? I am a leader! Understanding leadership in HE from a disability perspective.' Educational Management Administration & Leadership, 46 (3). pp. 457-473. ISSN 1741-1432

Personal sacrifice and corporate cultures: career progression for disabled staff in higher education
article

Brewster, S, Duncan, N, Emira, M and Clifford, A (2017) 'Personal sacrifice and corporate cultures: career progression for disabled staff in higher education.' Disability & Society, 32 (7). pp. 1027-1042. ISSN 0968-7599

Towards preparing young people for employment and further study: first evaluation of the City & Guilds TechBac
article

Emira, M and Rahman, Z (2017) 'Towards preparing young people for employment and further study: first evaluation of the City & Guilds TechBac.' Research in Post-Compulsory Education, 22 (1). pp. 49-67. ISSN 1359-6748

Higher education in Egypt since World War II: development and challenges
article

Emira, M (2014) 'Higher education in Egypt since World War II: development and challenges.' Italian Journal of Sociology of Education, 6 (2). pp. 8-35. ISSN 2035-4983

Support staff leadership: opportunities and challenges
article

Emira, M (2013) 'Support staff leadership: opportunities and challenges.' Leadership, 9 (1). pp. 23-41. ISSN 1742-7150

I am more than just a TA!
article

Emira, M (2011) 'I am more than just a TA!' Management in Education, 25 (4). pp. 163-174. ISSN 0892-0206

‘They say every child matters, but they don't’: an investigation into parental and carer perceptions of access to leisure facilities and respite care for children and young people with Autistic Spectrum Disorder (ASD) or Attention Deficit, Hyperactivity Disorder (ADHD)
article

Thompson, D and Emira, M (2011) '‘They say every child matters, but they don't’: an investigation into parental and carer perceptions of access to leisure facilities and respite care for children and young people with Autistic Spectrum Disorder (ASD) or Attention Deficit, Hyperactivity Disorder (ADHD).' Disability & Society, 26 (1). pp. 65-78. ISSN 0968-7599

In the quest for their trust: the perceptions of families on accessing leisure services for disabled children
article

Emira, M and Thompson, D (2011) 'In the quest for their trust: the perceptions of families on accessing leisure services for disabled children.' Leisure Studies, 30 (1). pp. 33-48. ISSN 0261-4367

Leading to decide or deciding to lead? Understanding the relationship between teacher leadership and decision making
article

Emira, M (2010) 'Leading to decide or deciding to lead? Understanding the relationship between teacher leadership and decision making.' Educational Management Administration & Leadership, 38 (5). pp. 591-612. ISSN 1741-1432

School leadership in the Caribbean: perceptions, practices, paradigms [book review]
other

Emira, M (2014) School leadership in the Caribbean: perceptions, practices, paradigms [book review]. Professional Development in Education, 40 (2). pp. 327-328. ISSN 1941-5257