Profile
Last updated / September 2023
|
Jim McKinley is Professor of Applied Linguistics in higher education at University College London IOE, UCL's Faculty of Education and Society (previously UCL Institute of Education), and Academic Head of Learning and Teaching in the Department of Culture, Communication and Media. Having first taught in US schools, he has since taught in higher education for more than 20 years in the UK, Japan and Australia. He also spent time as a visiting scholar at Makerere University in Uganda on a Rotary International Teacher's Grant (2002-03), and was a visiting scholar at Trinity College Dublin (2014-15). He is currently a NAWA Ulam Research Fellow at Krakow University of Economics (UEK). His research focuses on the intersection of applied linguistics and the internationalisation of higher education, targeting implications of globalisation for second language (academic and scholarly) writing, English medium instruction, and the teaching-research nexus in higher education. He currently serves as an Editor-in-Chief for the journal System, and an Editor for the Cambridge Elements series on Language Teaching.
At UCL, Jim is Academic Head of Learning and Teaching in the department of Culture, Communication, and Media. He is currently teaching on the MA TESOL Pre-Service programme, contributing to all core modules and serving as module leader for Researching Second Language Learning and the MA Report. He also teaches on the Higher Education Management MBA. Postgraduate supervision includes primary and secondary supervision of 11 PhD and EdD projects, as well as MA TESOL Pre-Service students. Since 2020, Jim has also supervised DPhil and MSc students at the University of Oxford, where he is an Honorary Research Fellow in the Department of Education. Jim's research agenda is focused on the teaching-research nexus in higher education and TESOL, doctoral writing and L2 writer identity, and internationalisation education policy concerning English medium instruction (EMI). |
...separating teaching and research at systemic and institutional levels brings increasing pressures on those attempting to maintain a connection between research and teaching in daily practice, a problem felt by universities globally. |
Editing/reviewing highlights
|
|
