• Vice Provost Education

    Professor Karen Heard-Lauréote 

    NTF,PFHEA, FLF, PhD, PGDip Research Methods, PGCLTHE, BA (Hons), CEPKaren HL

    ORCID iD 0000-0002-1035-4537

    Role at Solent 

    I am Vice Provost Education and Professor of Learning and Teaching directing the work of Solent Learning and Teaching Institute. As such I am responsible for leading the implementation of Solent’s agendas around enhancing learning, teaching and assessment practice, course enhancement, academic development, leading curriculum and academic development activities and implementation of keys aspects of Solent’s educational strategy. Prior to working at Solent University, I was Professor of Education and Society at the University of Portsmouth and Jean Monnet Chair in European Studies.


    Professor Karen Heard-Lauréote is Professor of Learning and Teaching at Solent University and Vice Provost Education responsible for strategicaly leading Solent’s educational strategy and agendas for improving learning, teaching and assessment practices, course enhancement, academic development and curriculum development. Following a successful career at the University of Portsmouth, which culminated in the post of Professor of Education and Society, she has been at Solent since 2019. Karen is committed to opening up the transformative power of education to all students, regardless of background, and as such she leads on the development and enhancement of inclusive learning and teaching strategies at Solent. Her research interests include active learning pedagogies and matrix leadership in cross-portfolio working. She is a National Teaching Fellow, an Advance HE Principal Fellow, and a Fellow of the Leadership Foundation.

    Research interests

    With more than 15 years' experience in higher education, my main expertise lies in exploring the effectiveness of active learning pedagogies, civic education and local/regional/national/transnational educational networks. My current research interests span inclusive learning, teaching and assessment practices, matrix educational leadership in matrix environments and embedding employability and enterprise in the curriculum.

    Research grants

    • Extensive contribution to the successful HTQs funding bid and key and active member of the HTQ WG (£1M). 
    • International Labour Organisation (ILO) (Co-I) (September 2021) for a project entitled International Academic Collaboration to support curriculum development and capacity building in the field of Seafaring Engineering Study Program of Indonesian Maritime State Polytechnic (PoliMarin) in Indonesia for £240, 000. 
    • QAA Collaborative Enhancement Project funding bid (Co-I) (March 2020) for a project entitled Differing Perceptions of Quality of Learning for £10,000 with the University of Portsmouth. 
    • Hefce Catalyst Funding bid (Co-I) (April 2018) for a project entitled Improving postgraduate research student wellbeing by increasing mental health literacy and social support for £150, 000. 
    • Erasmus+ JM Actions, Centre of Excellence (February 2017) for a project entitled Centre for Studies in Transnational Europe (CESTE2) (PI - delivered with a team of 5 other colleagues). EU grant awarded 100,000 euros (total funding (with co-financing) 187, 000 euros). University of Portsmouth. 

    Teaching and MRes and PhD Supervision experience
    • 2 completions as PhD First Supervisor (University of Portsmouth)
    • 7 completions as PhD Second Supervisor (University of Portsmouth and Solent University)


    • Heard-Lauréote, K. & Buckley, C. (2022). (Forthcoming – accepted for publication). SAGE Research Methods Case Study: Researching the researcher’s own professional context – evaluating the quality of collaboration when researchers form part of the collaboration

    • Heard-Lauréote, K., & Buckley, C. (Under review). The Cs of Change: Consistency, connection, community and consolidation in online learning and teaching (IJAD-2022-0189). For a Special Edition of the International Journal for Academic Development

    • Heard-Lauréote, K., & Buckley, C. (Under review). Co-creation in a Matrix Environment. In: M. D. Jamil, C, O’Connor and F. Sheldon (Forthcoming – 2023). Co-creation for change in higher education: Research-informed case studies from the field. 

    • Heard-Lauréote, K., & Field, M. (Accepted. Forthcoming – 2023). Simulations: the affordances and challenges of an immersive teaching tool. In: V. Gravey & C. Huggins. (eds.). Teaching European Union Politics. Edward Elgar. 

    • Heard-Laureote, K., & Johnson, M. (2022). Effective feedback: The power of three. Teaching Insights, (2). https://teachinginsights.ocsld.org/effective-feedback-the-power-of-three/ 

    • Heard-Laureote, K., & Smith, M. (2022). Embedding employability and enterprise through student partnership and co-creation. Phoenix, (164), 24-25. https://issuu.com/agcas_00/docs/phoenix_issue_164_february_2022?ff 

    • Heard-Laureote, K., & Field, M. (2022). Using Active Learning Techniques to Facilitate Employability and Enterprise Skills Acquisition. In T. Betts, & P. Oprandi (Eds.), 100+ Ideas for Active Learning Open Press at University of Sussex. https://doi.org/10.20919/OPXR1032/42  

    • Dunbar-Morris, H., Ali, M., Brindley, N., Farrell-Savage, K., Sharp, L., Sidiropoulou, M.P., Heard-Laureote, K., Lymath, D., Nawaz, R., Nerantzi, C., Prathap, P., Reeves, A., Speight, S., & Tomas, C. (2021). Analysis of 2021 Differing Perceptions of Quality of Learning (final report). University of Portsmouth. https://drive.google.com/file/d/1XUTi_VZ-7TWGexIF2-GTHhcVKNre5j11/view?usp=sharing 

    • Dunbar-Morris, H., Ali, M., Brindley, N., Farrell-Savage, K., Sharp, L., Sidiropoulou, M.P., Heard-Laureote, K., Lymath, D., Nawaz, R., Nerantzi, C., Prathap, P., Reeves, A., Speight, S., & Tomas, C. (2021). Analysis of 2021 Differing Perceptions of Quality of Learning (final condensed report). University of Portsmouth. https://drive.google.com/file/d/1AHfAEbGy-crQ5RGP6i0qqwyY3fGIOIYk/view?usp=sharing 

    • Heard-Laureote, K., & Buckley, C. (2021). “To be relied upon and trusted”: the centrality of personal relationships in a successful cross-team institutional change project. Journal of University Teaching and Learning Practice. 

    • Heard-Laureote, K., & Buckley, C. (Accepted/In press). Exploding hierarchies for educational change: leveraging "third spaces" within Solent University's Transformation Academy. In J. Golam, & D. Morley (Eds.), Agile Learning Environments amid Disruption Palgrave Macmillan Ltd.

    • Godin, E., Field, M., & Heard-Laureote, K. (2021). External partners engagement in the curriculum. Advance HE Case Studies. Manuscript in preparation.  

    • Heard-Laureote, K., Creaton, J., Moss, R., Sims-Shouten, W., & Gorgyntzki, P. (2021). Mental health and wellbeing of postgraduate researchers: exploring the relationship between mental health literacy, help-seeking behaviour, psychological distress, and wellbeing. Higher Education Research and Development. https://doi.org/10.1080/07294360.2021.1906210  

    • Heard-Laureote, K., & Field, M. (2021). Using Active Learning Techniques to Facilitate Employability and Enterprise Skills Acquisition. In T. Betts (Ed.), 100+ Ideas for Active Learning. The Active Learning Network.  

    • Heard-Laureote, K., & Field, M. (2021). Using simulations to teach within UK higher education: an analysis of student perceptions of European studies-based simulations' pedagogical and other benefits. In D. College, M. Field, & M. Pachocka (Eds.), Teaching the EU: Fostering Knowledge and Understanding in the Brexit Age (pp. 69-84). (Emerald Studies in Higher Education, Innovation and Technology). Emerald Publishing Limited. https://doi.org/10.1108/978-1- 80043-274-120211005
    • Heard-Laureote, K., Kreuschitz-Markovic, M., & Bortun, V. (2020). The interest-boosting effects of political simulations as university outreach activities with secondary school pupils in the UK. European Political Science, 19(3), 387-400. https://doi.org/10.1057/s41304-020-00257-y 

    • Heard-Lauréote, K (2019). The effectiveness of simulations as an outreach tool: Using simulations to boost interest in higher education study. (with Vladimir Bortun & Milan Kreuschitz). Journal of Contemporary European Research, 15(1), 93-109. 

    • Heard-Lauréote, K.  (with Creaton, J) (2018). The Mesopolitics of Middle Management: The Role of Heads of Academic Departments. Higher Education Policy.
    • Heard-Lauréote, K (2018) Journal of Contemporary European Research T&L section). Using simulations as an outreach tool in Higher Education Institutions (HEIs) (with Vladimir Bortun & Milan Kreuschitz - PGRSs). 

    • Heard-Lauréote, K. (2018). SAGE Research Methods Case Study: Using Participatory Action Research to explore civil society organisations (with Mark Field and Andrew Waterman). 

    • Heard-Lauréote, K. (2018 - April). Sticking in to STEM: Getting school kids into politics. Active Learning in Political Science (Blog Post). 

    • Heard-Lauréote, K (2014). Introduction to the new Teaching, Learning and the Profession section. Journal of Contemporary European Research, 10(4), 439-441. 
    While pursuing these Teaching and Learning outputs, I have also generated outputs in the area of policy networks. 

    • Heard-Lauréote, K (2017). Governance and Network Formation Triggers. In, Paola Adinolfi, Gabriella Piscopo, and Ali Farazmand (Eds.), Global Encyclopaedia of Public Administration, Public Policy, and Governance

    • Heard-Lauréote, K (2016). The Origins of the European Coalition for Vision: Exploring the Formation of a Network. International Journal of Public Administration. Published online 23 December 2016 http://dx.doi.org/10.1080/01900692.2016.1255961 

    • Heard-Lauréote, K. (2013). The Europeanization of Health Policy: The Role of EU Institutions. In: C. Bretherton & M. Mannin (Ed). Palgrave. 

    • Heard-Lauréote, K. (2013). Societal Actors in European Integration: Polity Building and Policy Making 1958-92. In: W. Kaiser & J-H. Meyer (Eds.). Beyond Maastricht: Societal Actors in European Integration Since 1992. London: Palgrave. 

    • Heard-Lauréote, K. (2010). European Union Governance: The Legitimacy and Effectiveness of European Commission Advisory Forums. London: Routledge. 
    • Heard-Lauréote, K. (2009) (with Börzel, T. A.) Networks in EU Multi-level Governance: Concepts and Contributions. Journal of Public Policy, 29(2), 135-152. 

    • Heard-Lauréote, K. (2009). European Commission committees: a valid arena for the reconstruction and relocation of political legitimacy? (pp.183-204). In I. Bluehdorn (Ed.), In Search of Legitimacy: Policy Making in Europe and the Challenge of Complexity. Opladen: Barbara Budrich. 

    • Heard-Lauréote, K. (2008). The Commission’s Advisory Groups and Committees in the Field of Agricultural Policy. Journal of European Integration, 30 (4), 579-600. 

    • Heard-Lauréote, K. (2008). The democratic quality of networks. In W. Kaiser, M. Gehler and B. Leucht (Eds.), Networks in European Multi-Level Governance: Informal Politics 1945-2007. Boehlau. 

    • Heard-Lauréote, K. (2006). A transparency gap? The case of European Agricultural Committee governance. Public Policy and Administration, 22(2), 255-274. 

    • Heard-Lauréote, K. (2005). Transnational networks: Informal governance in the European political space. In W. Kaiser and P. Starie (Eds.), Transnational European Union: Towards a Common Political Space? London: Routledge. 
    Memberships and affiliations
    • Member of the Advance HE Accredited Scheme Lead Network (ALN)
    • Member of the Advance HE Teaching Excellence Award Leads Network (TEAL) 
    • Member of the International Association of NTFs Network (INTF) 
    • Member of the Heads of Educational Development Group (HEDG)
    • Member of Staff and Educational Development Association (SEDA) 
    • Member of the Society for Research into Higher Education (SRHE) 
    Courses taught

    Post-Graduate Certificate in Learning and Teaching in Higher Education.

    My teaching interests are the development and integration of active and collaborative learning pedagogies; especially the development and delivery of simulations. I also enjoy teaching on research preparation modules, research training and take an active role in continuing professional development for staff, research supervisors and research students. 

    Contact details