Rob is currently involved in research into Apprenticeships in England (funded by the Gatsby Foundation) and in researching Social Justice and Leadership in Further Education (funded by FETL). The Transforming Lives project looking at transformative teaching and learning in further education with Vicky Duckworth is in its third year in which further ed practitioners are being supported to research their practice.
He also has an ongoing interest in researching HE space and time using rhythmanalysis and hauntological perspectives.
Smith, R. (2017) Area Reviews and the end of incorporation: A Machiavellian moment. In Daley, M., Orr, K. and Petrie, J. 2017. The Principal. London: UCL IoE Press.
Smith, R. (2017) Building colleges for the future: pedagogical and ideological spaces. Journal of Education Policy. 32:6, 855-870
Smith, R. (2015) College re-culturing, marketisation and knowledge: the meaning of incorporation, Journal of Educational Administration and History, 47:1, 18-39.
Dakka, F and Smith, R. (2019) ‘An exploration of rhythms in the contemporary academy: time, space and affect’. In Huisman, J. and Tight M. (eds) 2019. Theory and Method in Higher Education Research; ISBN No: 978-1-83867-842-5.
Duckworth, V. and Smith R. (2019) Research, criticality & adult and further education: catalysing hope and dialogic caring. In Hamilton, M and Tett, L. 2019. Resisting the neo-liberal discourse in Education: local, national and transnational perspectives. London: Policy Press.
Bennett, P. and Smith R. (Eds). (2018) Identity and resistance in further education. London: Routledge.
Duckworth, V. and Smith, R. (2018) ‘Further educations: transformative teaching and learning for adults in times of austerity’. In: Boeren, E. & James, N. (2018). Being an adult learner in austere times. London: Palgrave-Macmillan.
Duckworth, V. and Smith, R. (2018) "Breaking the triple lock: further education and transformative teaching and learning", Education & Training, 60(6): 529-543
Gallagher, C. and Smith, R. (2018) The Experience of Ofsted: fear, judgement and symbolic violence. In Bennett, P. and Smith R. (Eds). 2018. Identity and resistance in further education. London: Routledge.
Gleeson, D., Hughes, J., O’Leary, M. and Smith, R. (2015) The state of professional practice and policy in the English further education system: a view from below, Research in Post-Compulsory Education, 20:1, 78-95.
Smith, R. and Wright, V. (2015) The possibilities of re-engagement: cultures of literacy education and so-called NEETs, Research in Post Compulsory Education. 20(4), 400-418. (Smith as lead writer)
Smith, R. and O’Leary, M. (2015) Partnership as cultural practice in the face of neoliberal reform, Journal of Educational Administration and History, 47:2, 174-192, (Smith as lead writer).
Wright, V. & Smith, R. (2014) Literacy education and NEETs: skills-based versus socially situated approaches to curriculum, RaPaL, Volume 83, 7-15.
Garbett, G., Orrocks, D. and Smith R. (2013) Culture Clash: Mentoring student Literacy educators in a marketised and instrumentalist FE policyscape, Research in Post Compulsory Education, Volume 18, No.3, 239-256. (Smith as lead writer)
Smith, R. & O’Leary, M. (2013) NPM in an Age of Austerity: Knowledge and Experience in Further Education, Journal of Educational Administration and History. Volume 45, No. 3, 244-266. (Smith as lead writer).