Dr Ana Cabral, BA, PGCE equivalent, PhD, SFHEA

Profile

Ana is an Academic Practice and Student Engagement Manager within the Queen Mary Academy and leads on the areas of work involving student engagement, co-creation and recognition (SEED award) Ana holds a PhD in Education and is a Senior Fellow of the Higher Education Academy.  

Ana has been working in the Higher Education sector for over 20 years. She has a wide teaching experience both in secondary school education and in Higher Education. Throughout her career, she has been developing educational research on teaching and learning in Higher Education and professional learning She has worked in educational development since 2014  and  started  mentoring  colleagues and reviewing HEA fellowships in 2019. 

Her current research interests include teaching and learning in HE, reflective practice, student engagement and co-creation. 

Teaching

Modules taught within the Taught programmes* offered by the Queen Mary Academy -

• Teaching and Learning in Higher Education (ADP7116 and ADP 7216 – distance learning)
• Action (Practitioner) Research Project (ADP7219)

*Programmes:

- Certificate in Learning and Teaching (CILT)

- Postgraduate Certificate in Academic Practice (PGCAP)

Research

Research Interests:

Her research interests include:

• enhancement of teaching and learning in HE
• co-creation and student engagement
• reflective practice and professional development

Publications

(selected )

• Younie, L., Cabral, A., Addo, M., Melsen, M., De Wilde, J., Salines, E. (in press) Student recognition is missing from co-creative endeavour: a ‘VALUABLE’ framework for introducing student recognition.  Journal of Educational Innovation, Partnership and Change
• Cabral, A., Younie, L., Osei-Bonsu, J. Shah, S., Addo, M., Salines, E. and De Wilde, J. (2024) How might we grow co-creation in our institution? The value of student recognition. Journal of Educational Innovation, Partnership and Change, 10(1), https://journals.studentengagement.org.uk/index.php/studentchangeagents/index

• Cabral, A., Fuller, S., De Wilde, J., Khama, K. and Melsen, M. (2023) Curriculum enhancement through co-creation: fostering student-educator partnerships in higher education. International Journal for Students as Partners (IJSaP) 7(2), 111–123. https://doi.org/10.15173/ijsap.v7i2.5280 

• Cabral, A. & Fuller, S. (2023). Key factors for designing and delivering an effective asynchronous professional learning experience. Compass: Journal of Learning and Teaching, 16(1), 117-143. DOI: https://doi.org/10.21100/compass.v16i1.1392

• Lambirth, A., Cabral, A., McDonald, R., Philpott, C., Brett, A. and Magaji, A. (2021) Teacher-led professional development through a model of action research, collaboration and facilitation. Professional Development in Education, 47(5), 815-833. DOI: 10.1080/19415257.2019.1685565

• Magaji, A., Cabral, A., Lambirth, A., McDonald, R., Brett, A., & Philpott, C. (2021). Sectors together for professional development: a university team in an action research collaboration with school teachers and senior leaders. Compass: Journal of Learning and Teaching, 14(2). Doi:https://doi.org/10.21100/compass.v14i2.1186

• Lambirth, A., Cabral, A. and McDonald, R. (2019). Transformational professional development: (re)claiming agency and change (in the margins). Teacher Development, 23(3), 387-405. DOI: https://doi.org/10.1080/13664530.2019.1605407    

• Cabral, A. and Baptista, A. (2019) Faculty as active learners about their practice: towards innovation and change in nursing education. The Journal of Continuing Education in Nursing, 50(3), 134-140. DOI: https://doi.org/10.3928/00220124-20190218-09   

• Cabral, A., Oram, C. and Allum, S. (2019). Developing Nursing Leadership Talent - views from the NHS nursing leadership for South East England.  Journal of Nursing Management, 27(1), 75-83. doi: https://onlinelibrary.wiley.com/doi/full/10.1111/jonm.12650   

• Lambirth, A. and Cabral, A. (2017). Issues of agency, discipline and criticality: an interplay of challenges involved in teachers engaging in research in a school’s performative context. Educational Action Research 25(4), 650-666. Available at: http://www.tandfonline.com/doi/full/10.1080/09650792.2016.1218350

• Cabral, A. and Lambirth, A.  (2017). Accelerated Degrees in Education: a new Profile, Alternative Access to Teaching or part of a Re-tooling Process? Journal of Further and Higher Education. Available at: http://dx.doi.org/10.1080/0309877X.2017.1311995