Relevant Thesis-Based Degree Programs
My research lies in the areas of educational leadership and administration, social justice and diversity, “subversive” leadership, leadership in cross-cultural settings, and educational policy studies. I explore how principals negotiate policies and practices that they consider socially unjust to students and how they “creatively” cope with conflicts between moral and ethical obligations and counterproductive policies and practices. Drawing from social justice and leadership theories, I am currently involved in research in four interrelated areas: a) the changing nature of school principals’ work, particularly, their work intensification; b) principals’ subversive strategies in contexts where their day-to-day operation of schools is significantly constrained by policy initiatives and academic standards; c) principals’ strategic leadership through The Art of War to understand school principals’ social justice advocacy when their work is fraught with tensions, moral dilemmas, and political struggles; and d) leadership challenges in cross-cultural contexts (e.g., offshore schools). These projects are funded by SSHRC, Hampton, and HSS grants.
Preferably educators in K-12 setting with teaching and administrative experience. Please be prepared to share a copy of your CV and proposed research (for doctoral studies).
Complete these steps before you reach out to a faculty member!
- Familiarize yourself with program requirements. You want to learn as much as possible from the information available to you before you reach out to a faculty member. Be sure to visit the graduate degree program listing and program-specific websites.
- Check whether the program requires you to seek commitment from a supervisor prior to submitting an application. For some programs this is an essential step while others match successful applicants with faculty members within the first year of study. This is either indicated in the program profile under "Admission Information & Requirements" - "Prepare Application" - "Supervision" or on the program website.
- Identify specific faculty members who are conducting research in your specific area of interest.
- Establish that your research interests align with the faculty member’s research interests.
- Read up on the faculty members in the program and the research being conducted in the department.
- Familiarize yourself with their work, read their recent publications and past theses/dissertations that they supervised. Be certain that their research is indeed what you are hoping to study.
- Compose an error-free and grammatically correct email addressed to your specifically targeted faculty member, and remember to use their correct titles.
- Do not send non-specific, mass emails to everyone in the department hoping for a match.
- Address the faculty members by name. Your contact should be genuine rather than generic.
- Include a brief outline of your academic background, why you are interested in working with the faculty member, and what experience you could bring to the department. The supervision enquiry form guides you with targeted questions. Ensure to craft compelling answers to these questions.
- Highlight your achievements and why you are a top student. Faculty members receive dozens of requests from prospective students and you may have less than 30 seconds to pique someone’s interest.
- Demonstrate that you are familiar with their research:
- Convey the specific ways you are a good fit for the program.
- Convey the specific ways the program/lab/faculty member is a good fit for the research you are interested in/already conducting.
- Be enthusiastic, but don’t overdo it.
G+PS regularly provides virtual sessions that focus on admission requirements and procedures and tips how to improve your application.
ADVICE AND INSIGHTS FROM UBC FACULTY ON REACHING OUT TO SUPERVISORS
These videos contain some general advice from faculty across UBC on finding and reaching out to a potential thesis supervisor.
- “I am here for the students”: principals’ perception of accountability amid work intensification (2022)
Educational Assessment, Evaluation and Accountability,
- Principals’ Self- and Interpersonal Leadership Amid Work Intensification (2021)
Journal of School Leadership, , 105268462093538
- Job demands amid work intensity: British Columbia school administrators’ perceptions (2020)
Educational Management Administration & Leadership, , 174114322095733
- Canadian offshore schools in China: A comparative policy analysis (2017)
Journal of Educational Policy,
- Social justice leadership and The Art of War (2017)
Journal of Critical Studies in Education,
- The Ontario quandary: Principals’ perceptions of accountability policy and social justice (2017)
Journal of School Leadership,
- Leadership as a subversive activity: Principals’ perception (2016)
International Journal of Leadership in Education,
- From redistribution to recognition: How school principals perceive social justice (2016)
Journal of Leadership and Policy in Schools,
- Complexity and volume: An inquiry into factors that drive principals’ work (2015)
- Conceptualizing social justice: Interviews with principals (2015)
Journal of Educational Administration,
- Educational equity in the access to post-secondary education: A comparison of ethnic minorities in China with aboriginals in Canada (2013)
Journal of Interchange: A Quarterly Review of Education,