Dr Arinola Adefila

Associate Prof & Dep Director Of Scolpp

Research, Innovation and Impact Services

Doctor Arinola Adefila is the deputy director of Staffordshire Centre for Learning and Pedagogic Practice. Arinola considers education to be a public good and her research has focused on understanding how pedagogy shapes experiences in and beyond educational spaces. She is interested in understanding how education shapes societal ideas, constructs and norms; and how the processes of education are in turn reshaped by ideas. She is working on developing Transdisciplinary Education Pedagogies and examining how to best use intercultural resources to develop education practices that are transnational and include multiple perspectives and epistemologies.

Arinola has worked on developing, managing and delivering high quality research projects around the student experience, including understanding student support systems and processes, improving attainment of vulnerable populations, developing relevant resources and transitions.

Arinola Adefila has over 20 years research and consultancy experience in Africa and Europe. As a trained teacher, She has a strong belief in continuous lifelong learning, and the power of education to support adaptability, curiosity, innovation and civic collaboration. These skills and competencies enable humans to be open to new ideas, learn new skills and solve problems. She has developed invaluable experience in research, evaluation, risk investigation, monitoring, and community/transdisciplinary education. She has also gained comprehensive knowledge through her training at doctoral, legal, and executive Business Administration levels across five countries, as well as strategic and managerial competencies through her career in academia, consultancy and the voluntary sector. She has successfully led complex projects with collaborative teams from diverse backgrounds.

Professional memberships and activities

  • Member British Education Researchers Association
  • Member NEON
  • Member National Association of Disability Practitioners
  • Trustee/Board member Dudley Lodge.

Academic qualifications

  • PhD Education
    The University of Warwick, United Kingdom
  • MBA Community Economic Development
    Cape Breton University, Canada
  • MSc Global Ethics
    University of Birmingham, United Kingdom
  • BSc Science Education & Geography
    Ahmadu Bello University, Nigeria
  • PG. Cert. Strategic Management
    TIRI & Central European University, Hungary
  • PG. Cert. Mediation & Democratic Dialogue
    Benjamin Cardoso/Hamline School of Law USA and Central European University, Hungary
  • PG. Cert. Level 7 Coaching and Mentoring
    Chartered Management Institute (CMI) United Kingdom

Expertise

  • Evaluation research
  • Pedagogic innovation

Research interests

Inequalities and Leadership/Social Leadership, Higher Education: Teaching and Learning (Virtual learning, assessment, third space, Collaborative Online International Learning), Transdisciplinary Education: Pedagogies and Practice, Global Challenges, Education and Education Policy, Social Justice and Community development, Strategic Community Development, Disparities in Student Attainment, The Capability Approach.

Grants

Principal Investigator Transforming Trajectories of Vulnerability (January 2020 – June 2021) Funded by British Council;

Co-Investigator Capacity Building & Internationalisation for HE – Universities for the World Programme British Council;

Principal Investigator (June 2018 – July 2019/Coordinator (PI -August 2017 – June 2018) - Interventions for Success (IFS)

Funded by HEFCE/Office for Students Catalyst-fund

Co – investigator - An investigation to understand and evaluate the best ways to educate and promote integrated working across the health and care sectors (IEEPIW)

Funded by Health Education England West Midlands); 2016 – 2017

Co – investigator - Using Photovoice to record carers voices and experiences (UPCVE)

Funded by Health Education England; 2016 -2017

Principal Investigator - Exploring how new reading technologies like Spritz can improve University students study. (SPRTIZ)

Funded by Disruptive Media Learning Lab, Coventry University; (2014 – 2015)

Using and evaluating emerging technology to support independent study among students.

EU Capacity Building 1.1 million Euros. The JOVITAL Project: Capacity Building for Virtual Innovative Teaching and Learning in Jordan. Led by Eric Schoop TU Dresden, Germany

Co – investigator - MyShoes Dementia Project + myShoes in the Community (myShoes) – Developing resource to support Dementia training for Health and Care Students and Befrienders in the Community. (2013 – 2016). Funded by Health Education England

Co – investigator - Implementing the Values Based Recruitment directive by Health Education England (IVBR) Funded by Health Education England; 2016;

Co-investigator - Embedding Integrated Education in Practice (IPE) – Developing tools and resources for supporting students to learn interprofessionally in practice settings (2016 – 2017) Funded by Health Education England

Co-investigator - Immersive Community Communication (ICC): Development of an immersive learning resource using virtual reality technology, to develop health care students’ communication skills (2015 – 2017). Funded by Health Education England;

Using virtual reality technology to develop a resource that enables students to practice communication skills in a safe space.

Co – investigator - Enhancing Guidance for Disabled People Wanting to Become Health and Social Care Professionals (EGDP). Exploring the experiences of students with a disability in health and Social care training. Developing recommendations and resources for the regulator. (2014) Funded by Health Professions Council.

Principal Investigator - Adefila, A. (PI) and Singh, G. Improving Student Attainment through an Understanding of Structures, Spaces and People. (ISA) Exploring students’ sense of belonging in Higher Education. (2012 – 2013) Funded by Higher Education Authority.

Co- investigator -. Using Mobile Devices in Practice Settings to Improve the Employability of Occupational Therapy and Physiotherapy Students (MDIE) [Project manager] Examining how students use electronic equipment during placement. (2012 – 2013) Funded by Higher Education Authority

Project Coordinator -Cousins, G. (PI); Singh, G. et al. Disparities in Student Attainment Project. (DISA)) [Project manager] Action research involving exploring why BME students have poor attainment and how to students can be supported. (2010 – 2013) Funded by Higher Education Authority (HEA)

Co- investigator - The Development of Resources for End of Life Carers around Triggers. (EOLT). Developing resources to train carers

Co- investigator - An exploration of the influences on clinical educators’ decision making processes when giving physiotherapy students responsibility on clinical placement.

Enterprise and commercial interests

Evaluation and training, developing pedagogical resources

Teaching

Doctoral candidates

Publications

Arinola Adefila, Yung Fang Chen, QueAnh Dang, Alun Dewinter, Marta Antonelli, Sonia Massari, Annika Saarto, Alessandra Viviani, Tsvetelina Filipova, Theo Mojitaba Ammari-Allahyari, Lars Karlsson (2021). Integrating Sustainability-Oriented Ecologies of 

Practice Across the Learning Cycle: Supporting Transformative Behaviours in Transgenerational, Transnational and Transdisciplinary Spaces. Discourse and Communication for Sustainable Education 12(2):142-154 DOI: 10.2478/dcse-2021-0022

Arinola Adefila et al (2021) Ecologized Collaborative Online International Learning: Tackling Wicked Sustainability Problems through Education for Sustainable Development. Journal of Teacher Education for Sustainability, vol. 23, no. 1, pp 44- 60.

Arinola Adefila, Rafael Vieira Teixeira, Luca Morini, Maria Lúcia Teixeira Garcia, Tania Mara Zanotti Guerra Frizzera Delboni, Gary Spolander & Mouzayian Khalil-Babatunde (2021). Higher education decolonisation: #Whose voices and their geographical locations?, Globalisation, Societies and Education. DOI: 10.1080/14767724.2021.1887724

Lynn Clouder, Patricia Bluteau, Judith Ann Jackson, Arinola Adefila & Jan Furlong (2021) Education for integrated working: A qualitative research study exploring and contextualizing how practitioners learn in practice, Journal of Interprofessional Care, DOI: 10.1080/13561820.2021.1889485

Clouder, L.; Jones, M., Mackintosh, S. & Adefila, A. (2021). Development of autonomy on placement: perceptions of physiotherapy students and educators in Australia and the United Kingdom, Physiotherapy Theory and Practice, DOI: 10.1080/09593985.2021.1898066

Adefila, A., Abuzeinab, A., Whitehead, T. and Oyinlola, M. (2020). Bottle house: utilising appreciative inquiry to develop a user acceptance model. Built Environment Project and Asset Management. In Press. https://doi.org/10.1108/BEPAM-08-2019-0072

Adefila, A., Broughan, C; Opie, J, & Phimister, D. (2020). Developing an Autonomous-Support Culture in Higher Education for Disabled Students Disability and Health Journal 13 (3) https://doi.org/10.1016/j.dhjo.2020.100890

Adefila, A., Graham, S. Patel, A. (2020). Fast and Slow: Using Spritz for academic study?" Technology, Knowledge and Learning (In press). https://doi.org/10.1007/s10758-020-09442-w

Yung-Fang Chen, Arinola Adefila, Enhancing school safety through university engagement in DRR education, International Journal of Disaster Risk Reduction, Volume 44, 2020, 101386,

ISSN 2212-4209, https://doi.org/10.1016/j.ijdrr.2019.101386.

Adefila, A, Opie, J. Ball, S. & Bluteau, P. (2020). Students’ engagement and learning experiences using virtual patient simulation in a computer supported collaborative learning environment, Innovations in Education and Teaching International, 57:1, 50-61. DOI: 10.1080/14703297.2018.1541188

Oyinlola, M.; Whitehead, T.; Abuzeinab, A.; Adefila, A.; Akinola, Y.; Anafi, F.; Farukh , F.; Jegede, O.; Kandan, K.; Kim, B. and Mosugu, E. (2018). Bottle House: A case study of Transdisciplinary research for tackling global challenges. Habitat International Vol. 79, pp. 18-29. DOI: 10.1016/j.habitatint.2018.07.007

Farzana Aslam, Arinola Adefila & Yamuna Bagiya (2018) STEM outreach activities: an approach to teachers’ professional development, Journal of Education for Teaching, 44:1, 58-70, DOI: 10.1080/02607476.2018.1422618

Clouder, L. and Adefila, A. (2017). Empowerment of Physiotherapy Students on Placement: The Interplay between Autonomy, Risk and Responsibility. Physiotherapy and Practice Online Pg. 1 -10 http://dx.doi.org/10.1080/09593985.2017.1357153

Clouder, D. L.; Adefila, A.; Jackson, C.; Opie, J. and Odedra, S. (2016). The Discourse of Disability in Higher Education: Insights from a Health and Social Care Perspective. International Journal of Educational research Volume 79, P 10 – 20.

Adefila, A.; Clouder, L..; Bluteau, P.; Graham, S. and Ball, S. (2016). "myShoes - The Future of Experiential Dementia Training?" Journal of Mental Health Training, Education and Practice. JMHTEP-10-2015-0048.

Clouder, D. L. and Adefila, A. (2014). The ‘Gift Exchange’: a metaphor for understanding the relationship between practice educator commitment and student effort. International Journal of Practice-based Learning in Health and Social Care, 2(2), 54-64. DOI: 10.11120/pblh.2014.00035. Health and Social Care Education.

Cureton, D., Soocoormanee, P., Adefila, A., & Sekhom, J. (2011). Creating a Safe Environment for Disparity in Attainment Research to Take Place. In Promoting Inclusive Change: addressing equity and success for BME students in higher education.

Arinola Adefila, Yung Fang Chen, QueAnh Dang, Alun Dewinter, Marta Antonelli, Sonia Massari, Annika Saarto, Alessandra Viviani, Tsvetelina Filipova, Theo Mojitaba Ammari-Allahyari, Lars Karlsson (2021). Integrating Sustainability-Oriented Ecologies of Practice Across the Learning Cycle: Supporting Transformative Behaviours in Transgenerational, Transnational and Transdisciplinary Spaces. Discourse and Communication for Sustainable Education 12(2):142-154 DOI: 10.2478/dcse-2021-0022

Arinola Adefila et al (2021) Ecologized Collaborative Online International Learning: Tackling Wicked Sustainability Problems through Education for Sustainable Development. Journal of Teacher Education for Sustainability, vol. 23, no. 1, pp 44- 60.

Arinola Adefila, Rafael Vieira Teixeira, Luca Morini, Maria Lúcia Teixeira Garcia, Tania Mara Zanotti Guerra Frizzera Delboni, Gary Spolander & Mouzayian Khalil-Babatunde (2021). Higher education decolonisation: #Whose voices and their geographical locations?, Globalisation, Societies and Education, DOI: 10.1080/14767724.2021.1887724

Lynn Clouder, Patricia Bluteau, Judith Ann Jackson, Arinola Adefila & Jan Furlong (2021) Education for integrated working: A qualitative research study exploring and contextualizing how practitioners learn in practice, Journal of Interprofessional Care, DOI: 10.1080/13561820.2021.1889485

Clouder, L.; Jones, M., Mackintosh, S. & Adefila, A. (2021). Development of autonomy on placement: perceptions of physiotherapy students and educators in Australia and the 

United Kingdom, Physiotherapy Theory and Practice, DOI: 10.1080/09593985.2021.1898066

Adefila, A., Abuzeinab, A., Whitehead, T. and Oyinlola, M. (2020). Bottle house: utilising appreciative inquiry to develop a user acceptance model. Built Environment Project and Asset Management. In Press. https://doi.org/10.1108/BEPAM-08-2019-0072

Adefila, A., Broughan, C; Opie, J, & Phimister, D. (2020). Developing an Autonomous-Support Culture in Higher Education for Disabled Students Disability and Health Journal 13 (3) https://doi.org/10.1016/j.dhjo.2020.100890

Adefila, A., Graham, S. Patel, A. (2020). Fast and Slow: Using Spritz for academic study?" Technology, Knowledge and Learning (In press). https://doi.org/10.1007/s10758-020-09442-w

Yung-Fang Chen, Arinola Adefila, Enhancing school safety through university engagement in DRR education, International Journal of Disaster Risk Reduction, Volume 44, 2020, 101386,

ISSN 2212-4209, https://doi.org/10.1016/j.ijdrr.2019.101386.

Adefila, A, Opie, J. Ball, S. & Bluteau, P. (2020). Students’ engagement and learning experiences using virtual patient simulation in a computer supported collaborative learning environment, Innovations in Education and Teaching International, 57:1, 50-61. DOI: 10.1080/14703297.2018.1541188

Oyinlola, M.; Whitehead, T.; Abuzeinab, A.; Adefila, A.; Akinola, Y.; Anafi, F.; Farukh , F.; Jegede, O.; Kandan, K.; Kim, B. and Mosugu, E. (2018). Bottle House: A case study of Transdisciplinary research for tackling global challenges. Habitat International Vol. 79, pp. 18-29. DOI: 10.1016/j.habitatint.2018.07.007

Farzana Aslam, Arinola Adefila & Yamuna Bagiya (2018) STEM outreach activities: an approach to teachers’ professional development, Journal of Education for Teaching, 44:1, 58-70, DOI: 10.1080/02607476.2018.1422618

Clouder, L. and Adefila, A. (2017). Empowerment of Physiotherapy Students on Placement: The Interplay between Autonomy, Risk and Responsibility. Physiotherapy and Practice Online Pg. 1 -10 http://dx.doi.org/10.1080/09593985.2017.1357153

Clouder, D. L.; Adefila, A.; Jackson, C.; Opie, J. and Odedra, S. (2016). The Discourse of Disability in Higher Education: Insights from a Health and Social Care Perspective. International Journal of Educational research Volume 79, P 10 – 20.

Adefila, A.; Clouder, L..; Bluteau, P.; Graham, S. and Ball, S. (2016). "myShoes - The Future of Experiential Dementia Training?" Journal of Mental Health Training, Education and Practice. JMHTEP-10-2015-0048.

Clouder, D. L. and Adefila, A. (2014). The ‘Gift Exchange’: a metaphor for understanding the relationship between practice educator commitment and student effort. International Journal of Practice-based Learning in Health and Social Care, 2(2), 54-64. DOI: 10.11120/pblh.2014.00035. Health and Social Care Education.

Cureton, D., Soocoormanee, P., Adefila, A., & Sekhom, J. (2011). Creating a Safe Environment for Disparity in Attainment Research to Take Place. In Promoting Inclusive Change: addressing equity and success for BME students in higher education.

Reports

Morini, L. & Adefila, A., 9 Sep 2021, Decolonising Education – Fostering Conversations - Interim Project Report, Coventry University. 10 p.

DeWinter, A. Wimpenny, K. Adefila, A. (2021). JOVITAL - Jordan Opportunity for Virtual Innovative Teaching and Learning Final Report on project activity and impact evaluation 2017-2021: International Online Teaching and Learning, with particular attention to the Jordanian Case, Apr 2021, 37 p.

Wimpenny, K., Adefila, A. & DeWinter, A., (2018). Jordan Opportunity for Virtual Innovative Teaching and Learning: A Needs Analysis Report Contextualising the State of the Art in International Online Teaching and Learning, with Particular Attention to the Jordanian Case

Needs Analysis Report

Clouder, D., Adefila, A., Jackson, C., Odedra, S. & Opie, J., (2013). Enhancing Guidance for Disabled People Wanting to Become Health and Social Care Professionals Report Healthcare Professions Council.

Commissioned report

Furlong, J., Jackson, A., Clouder, L., Adefila, A., Ali, I., Ball, S. & Dales, R. (2012). Building confidence, competence and collaboration using technology enhanced learning resources. Commissioned report/resource

Clouder, D., Daly, G., Adefila, A., Jackson, A., Furlong, J. & Bluteau, P., 14 Jun 2017, An investigation to understand and evaluate the best ways to educate for and promote integrated working across the health and care sectors. Health Education England.

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