Professor Lorraine Thomas

Biography 

Pro Vice-Chancellor (Education and Students)

 

As Pro Vice-Chancellor (Education and Students), Lorraine's role is to provide academic leadership for the continual improvement of the RAU student learning experience; the strategically-aligned continuing professional development of academics; and guidance for the quality assurance and enhancement of the University's academic provision.

Lorraine is a member of the University's Executive Team and the Vice Chancellor's Advisory Group. She also chairs the University's Academic Quality and Standards Committee; and Learning, Teaching and Assessment Committee.

Lorraine has a proven track record of very successful academic and professional services leadership across 5 post-92 universities, achieving excellence for students.

Previously, as Executive Dean of the Faculty of Education at Newman University Birmingham, Lorraine consistently led the student experience and student continuation, attainment and progression to the highest levels; and held a wide range of responsibilities. As Academic Director (Quality and Employability) at Anglia Ruskin University, London, she was responsible for 3 Professional Services teams and instigating and leading a range of successful strategic initiatives to improve the student experience; progression; and quality assurance and enhancement. During her career Lorraine has received regional, national and international awards for excellence in learning, teaching, leadership and continuing professional development.

Lorraine is passionate about actively improving social justice and advancing Equality, Diversity and Inclusion. At the RAU she instigated and leads International Women's Day and Women's History Month celebration events; and instigated the RAU Ethnic Minority Excellence Scholarships, so that we can welcome talented people from diverse backgrounds for a more diverse RAU student body.

 

Research

Lorraine's research interests are in continuing professional development; learning, teaching and assessment; masters level study; and Education policy. Her research achievements include the publication of articles in high ranking, peer-reviewed international journals, some of which were submitted to the Education Unit of Assessment in the 2021 Research Excellence Framework.

Teaching

Lorraine has held teaching responsibilities across all levels and designed, validated and led a range of undergraduate and postgraduate programme.

Publications

Selected publications:

Peer-reviewed journal articles:

  • Owen, C. and Thomas, L. (2019) The carousel-style lesson: an effective intervention to enhance motivation and the learning of foreign languages at primary school. The Languages Learning Journal, 47 (1): 1-12 
  • Thomas, L. (2018) The value of the academic award in initial teacher education: key stakeholder perceptions of the master’s level Postgraduate Certificate in Education in two English universities. European Journal of Teacher Education, 41 (2): 246-261
  • Thomas, L. (2017) The Master’s in Teaching and Learning: lessons to be learnt and key stakeholder perceptions. Teacher Education Advancement Network Journal, 9 (1): 45-55
  • Thomas, L. and Trotman, D. (2017) Supporting Police Community Support Officers to become effective School Link Officers: Key stakeholder perceptions of a pilot professional development programme. Professional Development in Education, 43 (4): 497-513
  • Thomas, L. (2016) Aspirations for a master’s-level teaching profession in England. Professional Development in Education, 42 (2): 218-234
  • Trotman, D. and Thomas, L. (2016) Police Community Support Officers in Schools: Findings from an evaluation of a pilot training programme for School Liaison Officers. Policing: A Journal of Policy and Practice, 10 (3): 288–299
  • Thomas, L. (2013) An analysis of PGCE models: Key stakeholder perceptions from the secondary phase. Teacher Education Advancement Network Journal, 5 (3): 4-16

Co-edited book:

  • Tatton, A., Bright, C. and Thomas, L. (2018) (Eds) Supporting children and young people in schools: a guide for Foundation Degree students. London: Routledge

Book chapters:

  • Thomas, L. (2018) ‘Next steps: Further developing your reflective practice; professional and academic learning; and career progression.’ In Tatton, A., Bright, C. and Thomas, L. (Eds)/ Supporting children and young people in schools: a guide for Foundation Degree students. London: Routledge
  • Thomas, L. & Griggs, G. (2011): ‘How do you become a reflective professional?’ In McGregor, D. & Cartwright, L. (Eds)/ Reflective Practice: A Guide for Beginning Teachers Maidenhead: Open University Press
  • Cartwright, L. & Thomas, L. (2011) ‘How can detailed reflection improve your practice? Frameworks to make small changes with big impact.’ In McGregor, D. & Cartwright, L. (Eds)/ Reflective Practice: A Guide for Beginning Teachers Maidenhead: Open University Press