Ingrid Lunt
Biographic Data
| ID | 5378156 |
|---|---|
| NAME | Ingrid Lunt |
| GIVEN NAMES | Ingrid |
| FAMILY NAME | Lunt |
| SIGNATURE | LUNT I |
| AFFILIATIONS | University of London |
| VERIFIED | No |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 16 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1994 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 3 |
The final examination of the UK PhD
In recent decades the doctorate and its purposes have undergone fundamental change. The scholarly model has evolved from one of ‘apprentice’ to independent, supported learner and the doctoral training process has been revolutionised; many candidates now experience cohort-based, structured research. The UK’s final PhD examination, however, has changed little in response and as a result has been called into question: does the current model – thesis…
The concept of ‘originality’ in the Ph.D
This paper explores ways in which examiners, supervisors and others interpret the concept of 'originality' when evaluating candidates' achievements in the final Ph.D. examination. It is based on institutional responses to a question in a 2006 discussion paper on doctoral assessment about how universities define originality for the purpose of Ph.D. assessment and what other criteria are used to guide examiners in making judgements in the final exa…
Inter‐professional work and expertise
The findings discussed here are based on five case studies and a small survey ( n = 46) of how secondary schools are responding to demands that they collaborate with other services to intervene to prevent the social exclusion of children and young people. The case studies revealed a new space of action opening up around schools where practices were being shaped by ‘welfare managers’ who were employed by schools and were undertaking responsive wor…
Enhancing learning at doctoral level through the use of reflection
The EdD (Doctor in Education) is a professional doctorate that provides a framework for experienced professionals to examine and develop their practice through research and engagement with relevant theoretical perspectives and professional academic literature. This type of doctorate provides the opportunity for professionals to develop their capacity for critical, professional agency, often achieved through the use of reflection for the integrati…
Psychologist qualifications in Europe
Over the past 10 years a European standard for psychology education and training (EuroPsy) in Europe has been developed through two European Union (EU)-funded projects. This development has been supported by political initiatives within Europe, in particular the so-called Bologna process and the new EU Directive on qualifications, which is intended to facilitate professional mobility. The EuroPsy standard applies to professional psychologists at …
Safe spaces and sense of identity
Global Mobility for Psychologists
Global mobility for psychologists is rapidly improving because of an emerging consensus on recognition standards, the demand for cross-border mobility both internal and external to the profession, and the efforts of membership, credentialing, and regional organizations to promote mobility. In the United States, multiple credentialing organizations promote mobility, primarily through individual endorsement of credentials. The Canadian regulatory b…
Clinical Psychology in Europe, History of
Internationalizing psychology
Internationalizing psychology
Professionals Under Pressure
This paper explores the role of professionals employed in the special education section of local education authorities (LEAs). Its examination of the political, cultural and financial contexts in which decision‐making occurs is illustrated by data collected in interviews with LEA personnel in five local authorities. The first section of the paper examines the nature and effects of professional control in special education. Depoliticisation, indiv…
Clusters
This article reports the findings and discusses the implications of a research project on school clusters, a system of inter‐school collaboration to meet special educational needs (SEN) in ordinary schools. The project was in two stages. The first stage involved detailed qualitative case studies of four different kinds of cluster arrangement. These were analysed in terms of antecedents, processes and outcomes based on documentation and interviews…
The Market Forces? The Effect of Local Management of Schools on Special Educational Needs Provision
This paper explores the approaches taken by local education authorities (LEAs) to the funding and organisation of provision for special educational needs (SEN) under local management of schools (LMS). LMS is seen as playing a central role in the new right's attempts to introduce market ‘realities’ into public sector organisations. It is argued that a more market‐oriented discourse, with its concomitant emphasis on individualism, is taking hold in…
Inter‐professional work and expertise
The findings discussed here are based on five case studies and a small survey ( n = 46) of how secondary schools are responding to demands that they collaborate with other services to intervene to prevent the social exclusion of children and young people. The case studies revealed a new space of action opening up around schools where practices were being shaped by ‘welfare managers’ who were employed by schools and were undertaking responsive wor…
The Market Forces? The Effect of Local Management of Schools on Special Educational Needs Provision
This paper explores the approaches taken by local education authorities (LEAs) to the funding and organisation of provision for special educational needs (SEN) under local management of schools (LMS). LMS is seen as playing a central role in the new right's attempts to introduce market ‘realities’ into public sector organisations. It is argued that a more market‐oriented discourse, with its concomitant emphasis on individualism, is taking hold in…
Professionals Under Pressure
This paper explores the role of professionals employed in the special education section of local education authorities (LEAs). Its examination of the political, cultural and financial contexts in which decision‐making occurs is illustrated by data collected in interviews with LEA personnel in five local authorities. The first section of the paper examines the nature and effects of professional control in special education. Depoliticisation, indiv…
Psychologist qualifications in Europe
Over the past 10 years a European standard for psychology education and training (EuroPsy) in Europe has been developed through two European Union (EU)-funded projects. This development has been supported by political initiatives within Europe, in particular the so-called Bologna process and the new EU Directive on qualifications, which is intended to facilitate professional mobility. The EuroPsy standard applies to professional psychologists at …
Clusters
This article reports the findings and discusses the implications of a research project on school clusters, a system of inter‐school collaboration to meet special educational needs (SEN) in ordinary schools. The project was in two stages. The first stage involved detailed qualitative case studies of four different kinds of cluster arrangement. These were analysed in terms of antecedents, processes and outcomes based on documentation and interviews…
The Market Forces? The Effect of Local Management of Schools on Special Educational Needs Provision
This paper explores the approaches taken by local education authorities (LEAs) to the funding and organisation of provision for special educational needs (SEN) under local management of schools (LMS). LMS is seen as playing a central role in the new right's attempts to introduce market ‘realities’ into public sector organisations. It is argued that a more market‐oriented discourse, with its concomitant emphasis on individualism, is taking hold in…
Internationalizing psychology
Internationalizing psychology
Professionals Under Pressure
This paper explores the role of professionals employed in the special education section of local education authorities (LEAs). Its examination of the political, cultural and financial contexts in which decision‐making occurs is illustrated by data collected in interviews with LEA personnel in five local authorities. The first section of the paper examines the nature and effects of professional control in special education. Depoliticisation, indiv…
Clinical Psychology in Europe, History of
Global Mobility for Psychologists
Global mobility for psychologists is rapidly improving because of an emerging consensus on recognition standards, the demand for cross-border mobility both internal and external to the profession, and the efforts of membership, credentialing, and regional organizations to promote mobility. In the United States, multiple credentialing organizations promote mobility, primarily through individual endorsement of credentials. The Canadian regulatory b…
Safe spaces and sense of identity
Enhancing learning at doctoral level through the use of reflection
The EdD (Doctor in Education) is a professional doctorate that provides a framework for experienced professionals to examine and develop their practice through research and engagement with relevant theoretical perspectives and professional academic literature. This type of doctorate provides the opportunity for professionals to develop their capacity for critical, professional agency, often achieved through the use of reflection for the integrati…
Psychologist qualifications in Europe
Over the past 10 years a European standard for psychology education and training (EuroPsy) in Europe has been developed through two European Union (EU)-funded projects. This development has been supported by political initiatives within Europe, in particular the so-called Bologna process and the new EU Directive on qualifications, which is intended to facilitate professional mobility. The EuroPsy standard applies to professional psychologists at …
Inter‐professional work and expertise
The findings discussed here are based on five case studies and a small survey ( n = 46) of how secondary schools are responding to demands that they collaborate with other services to intervene to prevent the social exclusion of children and young people. The case studies revealed a new space of action opening up around schools where practices were being shaped by ‘welfare managers’ who were employed by schools and were undertaking responsive wor…
The concept of ‘originality’ in the Ph.D
This paper explores ways in which examiners, supervisors and others interpret the concept of 'originality' when evaluating candidates' achievements in the final Ph.D. examination. It is based on institutional responses to a question in a 2006 discussion paper on doctoral assessment about how universities define originality for the purpose of Ph.D. assessment and what other criteria are used to guide examiners in making judgements in the final exa…
The final examination of the UK PhD
In recent decades the doctorate and its purposes have undergone fundamental change. The scholarly model has evolved from one of ‘apprentice’ to independent, supported learner and the doctoral training process has been revolutionised; many candidates now experience cohort-based, structured research. The UK’s final PhD examination, however, has changed little in response and as a result has been called into question: does the current model – thesis…
Psychology (12 works) · Pedagogy (8 works) · Political science (7 works) · Sociology (7 works) · Public relations (5 works) · Computer Science (4 works) · Law (4 works) · Professional development (4 works) · Academic and Historical Perspectives in Psychology (3 works) · Business (3 works)