Dr Debra Cureton, SFHEA Research Development Manager

Dr Debra CuretonRoom: MD150
Phone: 01902 32 1393
Email: D.Cureton@wlv.ac.uk

Overview

Dr Debra Cureton is the Research Development Manager and is based in the Research Policy Unit at the University of Wolverhampton.  Through this role she supports the ongoing development of University’s Doctoral College.  Her role focuses on individual development and equality of experience for both University staff and students.  This involves supporting the development of researchers at all stages of their careers, through the provision of development programmes that relate to Vitae’s Research Development Framework, mentoring and other developmental opportunities.  In the past Debra led the University’s staff mentoring scheme and now she is concentrating on developing a supportive and developmental structure for the mentoring of researchers.

Additionally, Debra leads and contributes to research programmes pertaining to attainment, retention and progression.  Debra is currently contributing to HEA collaborative project comprising of the Universities of Wolverhampton, Kingston, Hertfordshire and De Montford which focuses on BME Student Attainment.  Debra has also led the University of Wolverhampton’s contribution to the What Works Programme which is a Paul Hamlyn Foundation and Higher Education Academy funded retention and progression change programme.  Previously she co-led the HEA funded Disparities in Student Attainment (DiSA) programme.  Debra is also a University of Wolverhampton Learning and Teaching Fellow.

Areas of Research Specialism

Debra’s research interests include undergraduate student success,  the implementation of mentoring and coaching in higher education settings and the impact of mentoring on the well-being of university staff.  She also chairs the Research in Coaching and Mentoring Network.

Areas for PhD Supervision

Theoretical Areas:

  • Education:  Minority group experience in education; Student retention, progression or success; Psychological aspects of the learning experience; Psychological aspects of academic success
  • Mentoring:  Mentoring and coaching in educational settings; The development and evaluation of mentoring and coaching programmes; Mentoring, coaching or counselling supervision
  • Counselling and Psychotherapy: Cognitive Behavioural Therapy; Psychodynamic therapeutic approaches

Mixed Methods: QSort Methods, Repertory Grid

Methods for consensus – Delphi, Consensus Conferencing including Consensus Oriented Research Approach

Qualitative methods: Contextual Analysis, Thematic Analysis, Auto-Ethnography

Conversant with quantitative approaches relating to experimental psychology

PhD Supervisions

Student Name

Topic

Other Supervisors

Yun Luan  (Nancy)

Students’ perceptions of making academic success

Dr Elenor Cohn, Dr Naill Galbraith, Dr Victoria Galbraith

Elke Neuhiemer

Emotional intelligence

Dr Neil Morris, Dr Chris Fullwood

Theresa Kinnersley

Conductive education

Dr Wendy Nicholls

Marion West

Understanding the academic tutorial

Dr Brendan Batrum, Professor Glynis Cousin

Debra Wale

The student voice

Dr Neil Duncan

Lucy Pursehouse

Auto-ethnography of stigma Dr Pauline Fuller
Veronica Brock Auto-ethnography of academic identity Dr Andy Cramp

 

Selected research dissemination

Bluteau, P, Clouder, L, & Cureton, D. (2017). Developing interprofessional education online: an ecological systems theory analysis. Journal of Interprofessional Care, 31(4), 2017, pp.420-428.

Steventon, G., Cureton, D. & Clouder, L. (EDS) (2016), Student Attainment in Higher Education: Controversies and Debates; Routledge; London

Cureton, D. (2015), ‘The Affective Aspects of the Learning Relationship.’ London, London College of Fashion Learning and Teaching Conference, March 2015

Cureton, D. (2015), ‘The Power of the Teacher-Student Relationship.’ London; Society for Research in Higher Education, March 2015

Cousin, G. & Cureton, D. (2013), ‘Reflexive co-enquiry with students: Consensus Oriented Research Approach.’ University of Worcester: Annual University of Worcester Learning, Teaching and Student Experience Conference, June 2013

Cousin G. & Cureton, D (2013) ‘Minding the Gap - From Disparity to Beyond’, SRHE Annual Research Conference Proceedings, SRHE; London

Cureton, D. (2012). The Student Psychological Contract, Briefing Paper: University of Wolverhampton, http://www.wlv.ac.uk/default.aspx?page=25312

Cureton, D. (2012).  The Power of the Learning Relationship, Briefing Paper: University of Wolverhampton, http://www.wlv.ac.uk/default.aspx?page=25312

Cureton, D., Jones, J., & Foster, W. (2011) The Impact of Mentoring on Stress in Higher Education, The International Journal of Mentoring and Coaching for Vol 9 issue 1.

Cureton, D., Green, P. & Meakin, L. (2010) Mentoring for Staff Development in a Changing Work Environment.  The International Journal of Evidence Based Coaching and Mentoring, Vol 8, No 2 pp 79 – 90.

Cureton, D. (2010) Factors of Success for Formal Mentoring In Higher Education: Exploration Through Autoethnography.  The International Journal of Mentoring and Coaching, vol 8 (1)