M Mahruf C Shohel
Dr. M. Mahruf C. Shohel is an ODL Course Convenor at the Institute of Development Studies (IDS), University of Sussex. Prior to joining the IDS, he was a Lecturer in Education and International Development at the School of Education, Aberystwyth University. He was also an Honorary Research Fellow at the College of Social Sciences, University of Glasgow, an Honorary Visiting Fellow at the Faculty of Social Sciences, University of Leicester, a Researcher at the Faculty of Education, University of Cambridge and a Visiting Scholar at the Centre for Pedagogy, Faculty of Education and Society, University of Sunderland. Dr. Shohel has worked as a Research Fellow at the Centre for Research in Education and Educational Technology (CREET), Faculty of Education and Language Studies, The Open University (OU), UK. During his tenure at the OU, he worked on the ‘English in Action’, a large-scale DFID funded project from January 2009 to May 2011. Then from 2011 to 2014, he worked to make contribution to the CREET's REF submission. During his doctoral study, he also worked as a Residential Tutor and Graduate Teaching Assistant (GTA) at the University of Manchester. Dr. Shohel carried out his postgraduate research on computer-assisted language learning (CALL) and doctoral research on school transition, especially focused on the transition from non-formal to formal education sector using Bronfenbrenner’s ecological theory as a theoretical framework. He has also worked with BRAC, the world's largest NGO, several times as a Research Intern during his doctoral research. He initiated and co-facilitated a research group that was focusing on fieldwork research in the global south based in Manchester. The group worked on fieldwork research as well as inclusive education and contributed to different conferences. In 2007, Dr. Shohel was a Guest Lecturer at the University of Helsinki, Finland. He was a Visiting Fellow at the Innocenti Research Centre (IRC), UNICEF Office of Research, Florence, Italy in 2012. Currently, he is engaged with carrying out research on a higher education learning journey of individual students, technology-enhanced learning, sustainable development, teachers’ professional development, and English language teaching and learning, childhood poverty and educational exclusion, education for disadvantaged children including sex workers' children and working children in the global south.