My research interests cover a wide area - educational policy, educational philosophy, counseling, narrative therapy and methodologies, higher education, the knowledge economy, globalization and most recently youth and social media. I am particularly interested in how people forge notions of self and identity in a consumer oriented globalised world; and in youth issues and social problems. In educational policy I have conducted work in assessing quality in higher education research. In educational philosophy, my main interest lies in poststructuralism and the later work of Michel Foucault - his work on the self, truth-telling practices, power-knowledge and governmentality. I continue to develop ideas of educating for the knowledge economy.
2009 - with Prof Michael A Peters, I received a Faculty Fellows Award [$10,000] to develop a new course for Global Studies in Education: 'Education, Entrepreneurship and Creativity in the Global Knowledge Economy'
In Scotland from 2003-08, I received three external research grants totally GBP 142,000. Two of these projects continued after I left Scotland
1. 2003-2004 Falkirk Council Educational Services, Scotland [£12,000] Quality Audit of Pupil Experiences of Transfer from Primary to Secondary School. T. Besley (P.I.)A longitudinal study of 67 pupils and 48 staff in 9 primary schools and 8 secondary schools.
2. 2004-2006 Scottish Executive Education Department/Future Learning and Teaching Project [£40,000] Evaluation of the Dynamic Futures Project in the Vale of Leven, Scotland. J.E.Wilkinson (P.I) , T. Besley & G Head.
A longitudinal study of the impact of an emotional/behavioural intervention on 30 pupils, their parents and staff in 3 primary schools and 1 secondary school.
3. 2004-2008 Scottish Executive Education Department/Future Learning and Teaching Project [£89,3300] Moving Image Education Evaluation, Angus Digital Media Centre, Brechin, Scotland. T. Besley (Principal Investigator) J.E. Wilkinson & G. Head.
Qualitative and quantitative data is used to summarise the MIE programme, observe the pupils, survey (using questionnaires, focus groups, guided interviews) the perceptions of pupils, teachers, MIE staff and parents from two cohorts – one longitudinal the other cross-sectional in 6 primary schools and 1 secondary school. It also assesses national test data in reading and writing to ascertain any statistical change in levels subsequent to the implementation of the MIE programme.