![Manuel Souto-Otero DPhil Oxon](https://profiles-cardiff.imgix.net/attachments/3224?w=200&h=200&auto=format&crop=faces&fit=crop&q=90")
Yr Athro Manuel Souto-Otero
(e/fe)
DPhil Oxon
Athro
Ysgol y Gwyddorau Cymdeithasol
- Souto-OteroM@caerdydd.ac.uk
- +44 29208 70327
- Adeilad Morgannwg, Ystafell Ystafell 1.21, Rhodfa’r Brenin Edward VII, Caerdydd, CF10 3WA
- Sylwebydd y cyfryngau
- Ar gael fel goruchwyliwr ôl-raddedig
Trosolwyg
Fy mhrif feysydd diddordeb yw dadansoddi a gwerthuso polisi addysg. Mae gen i ddiddordeb arbennig yn y cysylltiad rhwng addysg a gwaith (gan gynnwys, er nad yw'n gyfyngedig i, ddigideiddio, dyfodol gwaith a'i oblygiadau ar gyfer datblygu sgiliau), rhyngwladoli mewn addysg a symudedd myfyrwyr rhyngwladol a chydnabod dysgu (yn enwedig dysgu anffurfiol ac anffurfiol). Mae'r rhan fwyaf o'm gwaith yn canolbwyntio ar addysg ôl-orfodol. Rwy'n defnyddio amrywiaeth o fethodolegau ansoddol a meintiol yn fy ngwaith.
Mae prosiectau ymchwil cyfredol yn cynnwys: Gwerthuso Erasmus+ - y rhaglen fuddsoddi fwyaf ym maes addysg y Comisiwn Ewropeaidd - ac astudiaeth ddichonoldeb o system adnabod a sicrhau ansawdd Ewropeaidd mewn addysg uwch, a fydd yn cyfrannu at Argymhelliad y Cyngor ar y pwnc hwn yn 2024 (ar gyfer Addysg a Diwylliant DG y Comisiwn Ewropeaidd); rhifyn 2023 o'r Rhestr Ewropeaidd ar Ddilysu Dysgu anffurfiol ac anffurfiol, sy'n cwmpasu 30+ o wledydd Ewropeaidd, a chydlynu rhwydwaith o arbenigwyr mewn Addysg Oedolion (ar gyfer Cyflogaeth DG y Comisiwn Ewropeaidd). Yn ddiweddar, cwblheais i, fel Cyd-Brif Ymchwilydd, y prosiect "Tarfu Digidol a Dyfodol Gwaith: Ailddychmygu Addysg, Sgiliau a Chyflogadwyedd" - gweler tab "Ymchwil" am ragor o fanylion am hyn a phrosiectau eraill. Rwyf wedi bod yn Ysgolhaig Gwadd ym Mhrifysgol California Berkeley (Berkeley, UDA), Juan March Institute for Advance Studies in the Social Sciences (Madrid, Sbaen) ac yn Gymrawd Cadeiriol Uwch ym Mhrifysgol Gwyddorau Cymdeithas Singapore (Singapore). Yn ystod 2024 byddaf yn Uwch Gymrawd Rhyngwladol yng Ngholeg y Gwyddorau Cymdeithasol a'r Dyniaethau yn y Gynghrair Ymchwil Ruhr (Prifysgolion Duisburg-Essen, Bochum a TU Dortmund, yr Almaen).
Fi yw Cyfarwyddwr Ymchwil Ysgol y Gwyddorau Cymdeithasol (2024-), aelod o'r Uwch Dîm Rheoli (2024-) a Phennaeth y Grŵp Ymchwil Addysg (2018-). Rwyf hefyd yn gynrychiolydd Coleg y Celfyddydau, y Dyniaethau a'r Gwyddorau Cymdeithasol ym Mhwyllgor Hyrwyddiadau Academaidd y Brifysgol (2022-presennol) a Gweithgor Llwybrau Ymchwilwyr y Brifysgol, sy'n datblygu cymorth prifysgol i staff ymchwil yn unig ac ymchwilwyr gyrfa gynnar (2022-presennol). Cyn hynny, roeddwn yn Gyd-Gyfarwyddwr Addysgu a Dysgu (Cyflogadwyedd a Gwella) yn SOCSI (2019-2022).
Yn ystod 2023 roeddwn ar secondiad yn ICF (Nasdaq ICFI), fel Cyfarwyddwr yn yr Is-adran Polisi Cyhoeddus, gan arwain prosiectau ymchwil a gwerthusiadau ar gyfer y Comisiwn Ewropeaidd. Rwyf wedi ymgymryd â nifer fawr o brosiectau ymchwil ac ymgynghori ar faterion addysg i'r Comisiwn Ewropeaidd, y Ganolfan Ewropeaidd ar gyfer Datblygu Hyfforddiant Galwedigaethol (Cedefop), y Cenhedloedd Unedig Addysg, Gwyddonol a Diwylliannol a Sefydliad (UNESCO), y Sefydliad ar gyfer Cydweithrediad a Datblygiad Economaidd (OECD), adrannau amrywiol y llywodraeth yn y DU ac yn rhyngwladol (Gwlad Belg, Sbaen, Estonia), melinau trafod a sefydliadau'r sector gwirfoddol. Ar hyn o bryd rwy'n Aelod o 'Weithgor Sgiliau' yr Academi Brydeinig, fel rhan o raglen yr Academi Brydeinig ar fframwaith economaidd y DU, a ffurfiwyd yn dilyn trafodaethau gyda Thrysorlys Ei Mawrhydi a'r Adran Busnes a Masnach i ddarparu cyfrif cydlynol o feddwl yn y maes hwn, i lywio polisi.
Rwy'n aelod o Banel Asesu Grantiau Cyngor Ymchwil Economaidd a Chymdeithasol y DU (ESRC) (2022-2024), ac rwyf wedi bod yn adolygydd grantiau ar gyfer amrywiol sefydliadau gan gynnwys y Cyngor Ymchwil Ewropeaidd (ERC), DG Education and Culture, y Comisiwn Ewropeaidd; DG Research, Y Comisiwn Ewropeaidd; Cyngor Ymchwil yr Iseldiroedd (NWO); Cyngor Ymchwil Norwy; Sefydliad Ymchwil - Fflandrys. Rwy'n Olygydd Cyswllt y Journal of Education and Work (2008 ymlaen), yn Olygydd Gweithredol y British Journal of Sociology of Education (2023 ymlaen, yn flaenorol yn Aelod o'r Bwrdd Golygyddol) ac yn Aelod o Fwrdd Ymgynghorol y Journal of Education Policy (2022 ymlaen).
Mae gen i DPhil. mewn Polisi Cymdeithasol o Brifysgol Rhydychen, a daliodd swyddi ymweld yn Ysgol Addysg Prifysgol Carlifornia, Berkeley a Juan March Institute for Advanced Studies in the Social Sciences (Madrid). Rwy'n wreiddiol o Santiago de Compostela.
Dyfarniadau diweddar:
Best Article of Education Article of the Year 2021 ar gyfer Souto-Otero, M. (2021) 'Dilysu dysgu anffurfiol ac anffurfiol: cudd ac osgoi' European Journal of Education, vol.56(3), tt. 365-379.
Best Article Award "2021 Comparative and International Education Society Study Abroad and International Students Special Interest Group" ar gyfer Van Mol, C., Caarls, K. and Souto-Otero, M., (2021) Canlyniadau symudedd a marchnad lafur rhyngwladol myfyrwyr: Ymchwiliad i rôl lefel astudio, math o symudedd, a hierarchaethau o fri rhyngwladol. Addysg Uwch, 82(6) tt.1145-1171.
Clawr papur diweddar:
Mae fy mhapur yn 2023 ar roddion cyn-fyfyrwyr mewn addysg uwch (gyda M. Donnelly a M. Kanol), a gyhoeddwyd yn y British Journal of Educational Studies, wedi ymddangos yn Wonkhe. Gallwch ddarllen y darn Wonkhe ar y papur yma.
Cyhoeddiad
2024
- Souto-Otero, M. and Brown, P. 2024. The rise of the digital labour market: Characteristics and implications for the study of education, opportunity and work. Journal of Education and Work (10.1080/13639080.2024.2310263)
- Souto-Otero, M., Donnelly, M. and Kanol, M. 2024. A transactional or a relational contract? The student consumer, social participation and alumni donations in higher education. British Journal of Educational Studies 72(1), pp. 85-107. (10.1080/00071005.2023.2245441)
- Souto-Otero, M. 2024. Bringing formal and nonformal learning closer together: A reflection on crossovers in curriculum, pedagogy, assessment and learning environments. In: Pilz, M. ed. Informal Learning in Vocational Education and Training: Illuminating an Elusive Concept. Springer
2023
- Souto-Otero, M., Brown, P. and Freebody, S. 2023. High skilled workplaces, technological change and employment: Can educational reform do it?. International Journal of Educational Research 122, article number: 102265. (10.1016/j.ijer.2023.102265)
- Souto-Otero, M., Garcia Alvarez, J. and Santos Rego, M. A. 2023. Subject choice motivation and students’ conceptions of employability: thin and thick. British Journal of Sociology of Education 44(4), pp. 606-630. (10.1080/01425692.2023.2203364)
- Souto-Otero, M. 2023. Six principles to advance technical and vocational education for sustainable development. Panorama, pp. 183-195.
- Souto-Otero, M., Favero, L., Basna, K., Humburg, M. and Oberheidt, S. 2023. Erasmus (+) student mobility: individual and institutional motivations and effects. In: Tierney, R., Rizvi, F. and Ercikan, K. eds. International Encyclopedia of Education., Vol. 1. Elsevier, pp. 218-219., (10.1016/B978-0-12-818630-5.01028-9)
2022
- Brown, P., Souto-Otero, M. and Sadik, S. 2022. Digital transformation and the future of work. In: Housley, W. et al. eds. The Sage Handbook of Digital Society. Sage
- Pouliakas, K. and Souto-Otero, M. 2022. Setting Europe on course for a human digital transition: new evidence from Cedefop’s second European skills and jobs survey.. Project Report. [Online]. Luxembourg: Publications Office of the European Union. Available at: https://www.cedefop.europa.eu/files/3092_en.pdf
2021
- Van Mol, C., Caarls, K. and Souto-Otero, M. 2021. International student mobility and labour market outcomes: an investigation of the role of level of study, type of mobility, and international prestige hierarchies. Higher Education 82, pp. 1145-1171. (10.1007/s10734-020-00532-3)
- Souto-Otero, M. 2021. Validation of non-formal and informal learning in formal education: covert and overt. European Journal of Education 56(3), pp. 365-379. (10.1111/ejed.12464)
- Souto-Otero, M. and Bialowoski, P. 2021. Graduate employability in Europe: the role of human capital, institutional reputation and network ties in European graduate labour markets. Journal of Education and Work 34(5-6), pp. 611-631. (10.1080/13639080.2021.1965969)
2020
- Richardson, M., Murphy, I., Endrodi, G., Hadjivassiliou, K. and Souto-Otero, M. 2020. Study supporting the evaluation of the council recommendation of 20 December 2012 on the validation of non-formal and informal learning. Technical Report.
- Brown, P. and Souto-Otero, M. 2020. The end of the credential society? An analysis of the relationship between education and the labour market using big data. Journal of Education Policy 35(1), pp. 95-118. (10.1080/02680939.2018.1549752)
- Souto-Otero, M. 2020. Voluntariado, educación no formal y juventud: conceptos clave, participación y reconocimiento en España y la Unión Europea. Revista de Estudios de Juventud 124, pp. 53-73.
2019
- Souto-Otero, M. et al. 2019. Erasmus+ higher education impact study. Project Report. [Online]. Luxembourg: Publications Office of the European Union. Available at: http://dx.doi.org/10.2766/162060
- Besic, A. et al. 2019. Skills audits: Tools to identify talent. Project Report. [Online]. Brussels: Publications Office of the European Union. Available at: http://dx.doi.org/10.2767/993047
- Souto-Otero, M. 2019. Globalization of Higher Education, Critical Views. In: Teixeira, P. N. and Shin, J. C. eds. Encyclopedia of International Higher Education Systems and Institutions. Springer
- Souto-Otero, M. 2019. Private companies and policy- making: Ideological repertoires and concealed geographies in the evaluation of European education policies. European Educational Research Journal 18(1), pp. 34-53. (10.1177/1474904118804745)
- Souto-Otero, M. 2019. Key state policies in Higher Education. In: Amey, M. J. and David, M. E. eds. The Sage Encyclopedia of Higher Education., Vol. 5. Sage Publishing
- Murphy, I., Scott, D., Villalba-Garcia, E., Endrodi, G. and Souto-Otero, M. 2019. European inventory on validation of non-formal and informal learning 2018 update: synthesis report. Project Report. [Online]. Thessaloniki: Cedefop. Available at: http://libserver.cedefop.europa.eu/vetelib/2019/european_inventory_validation_2018_synthesis.pdf
2018
- Brown, P., Lloyd, C. and Souto-Otero, M. 2018. The prospects for skills and employment in an age of digital disruption: A cautionary note. Project Report. [Online]. Oxford: Available at: http://www.skope.ox.ac.uk/?person=the-prospects-for-skills-and-employment-in-an-age-of-digital-disruption-a-cautionary-note
2017
- 2017. FP7 ex post and H2020 interim evaluation of Marie Skłodowska-Curie actions (MSCA). Project Report. [Online]. Luxembourg: Publications Office of the European Union. Available at: http://dx.doi.org/10.2766/103174
- Souto-Otero, M. 2017. Neo-liberalism, discursive change and European education policy trajectories. In: Lendvai, N. and Kenneth-Bainton, P. eds. Handbook of European Social Policy. Cheltenham: Edward Elgar, pp. 284-301.
- Souto-Otero, M. and Enders, J. 2017. International students’ and employers’ use of rankings: a cross-national analysis. Studies in Higher Education 42(4), pp. 783-810. (10.1080/03075079.2015.1074672)
- 2017. European Industrial Doctorates - towards increased employability and innovation. Project Report. [Online]. Luxembourg: Publications Office of the European Union. Available at: http://dx.doi.org/10.2766/643937
2016
- Souto-Otero, M. and Shields, R. 2016. The investment model of volunteering in the EU-27 countries: volunteering, skills development and employability. A multi-level analysis. European Societies 18(5), pp. 487-513. (10.1080/14616696.2016.1228991)
- Souto-Otero, M. 2016. Validation of non-formal and informal learning in Europe: research, policies, legitimacy and survival.. In: Bohlinger, S., Dang, T. K. A. and Klatt, M. eds. Education policy: mapping the landscape and scope. Peter Lang, (10.3726/978-3-653-05044-8)
- Devaux, A. and Souto-Otero, M. 2016. Validation and Open Educational Resources (OER): Thematic report for the 2016 update of the European inventory on validation. Technical Report.
- Souto-Otero, M. et al. 2016. OpenCases: case studies on openness in education. Project Report. [Online]. Institute for Prospective Technological Studies, Joint Research Centre, European Commission. Available at: http://dx.doi.org/10.2791/039825
- Beerkens, M., Souto-Otero, M., de Wit, H. and Huisman, J. 2016. Similar students and different countries? An analysis of the barriers and drivers for Erasmus participation in seven countries. Journal of Studies in International Education 20(2), pp. 184-204. (10.1177/1028315315595703)
- Souto-Otero, M. and Whitworth, A. 2016. Adult participation in higher education and the ‘knowledge economy’: a cross-national analysis of patterns of delayed participation in HE across 15 European countries. British Journal of Sociology of Education 38(6), pp. 763-781. (10.1080/01425692.2016.1158639)
- Souto-Otero, M. 2016. Young people’s views of the outcomes of non-formal education in youth organisations: its effects on human, social and psychological capital, employability and employment. Journal of Youth Studies 19(7), pp. 938-956. (10.1080/13676261.2015.1123234)
- Souto-Otero, M. and Beneito-Montagut, R. 2016. From governing through data to governmentality through data: artefacts, strategies and the digital turn. European Educational Research Journal 15(1), pp. 14-33. (10.1177/1474904115617768)
2015
- Souto-Otero, M. and Villalba-Garcia, E. 2015. Migration and validation of non-formal and informal learning in Europe: inclusion, exclusion or polarisation in the recognition of skills?. International Review of Education 61(5), pp. 585-607. (10.1007/s11159-015-9516-7)
- Huisman, J. et al. eds. 2015. The Palgrave international handbook of Higher Education policy and governance. Basingstoke: Palgrave Macmillan.
- Souto-Otero, M. 2015. Evaluating European education policy-making in education and training: Between institutional legitimization and policy privatization.. In: Souto-Otero, M. ed. Evaluating European Education Policy-Making. London: Palgrave Macmillan, pp. 1-25.
- Souto-Otero, M. 2015. Who benefits from EU policy-making in education? : The European Commission and the privatization of education policy. In: Souto-Otero, M. ed. Evaluating European Education Policy-Making. London: Palgrave Macmillan, pp. 166-183.
- Souto-Otero, M. ed. 2015. Evaluating European education policy-making: privatization, networks and the European Commission. Basingstoke: Palgrave Macmillan.
2014
- Villalba-Garcia, E., Souto-Otero, M. and Murphy, I. 2014. The 2014 European Inventory on validation of non-formal and informal learning. Prospects and trends on validation in Europe. Berufsbildung in Wissenschaft und Praxis 5, pp. 16-19.
2013
- Souto-Otero, M. 2013. Is 'better regulation' possible? Formal and substantive quality in the impact assessments in education and culture of the European Commission. Evidence & Policy: A Journal of Research, Debate and Practice 9(4), pp. 513-529.
- Souto-Otero, M. and Beneito-Montagut, R. 2013. 'Power on': Googlecracy, privatisation and the standardisation of sources. Journal of Education Policy 28(4), pp. 481-500.
- Souto-Otero, M., Huisman, J., Beerkens, M., de Win, H. and Vujic, S. 2013. Barriers to international student mobility: evidence from the Erasmus program. Educational Researcher 42(2), pp. 70-77.
- Souto-Otero, M. 2013. Neo-liberalism and continuing vocational training governance in the UK: an examination of three theoretical accounts. Educational Review 65(1), pp. 20-35.
2012
- Souto-Otero, M. 2012. Learning outcomes: good, irrelevant, bad or none of the above? [Editorial]. Journal of Education and Work 25(3), pp. 249-258. (10.1080/13639080.2012.689648)
- Souto-Otero, M. and Ure, O. B. 2012. The coherence of vocational education and training in Norway and Spain: national traditions and the reshaping of VET governance in hybrid VET systems. Compare: A Journal of Comparative and International Education 42(1), pp. 91-111. (10.1080/03057925.2011.628836)
2011
- Souto-Otero, M. 2011. Making higher education work: a comparison of discourses in the United Kingdom’s Conservative and Labour Parties’ general election manifestos between 1979 and 2010. Comparative Education Review 55(3), pp. 293-314. (10.1086/660112)
- Souto-Otero, M. 2011. Discretional policies and transparency of qualifications: changing Europe without money and without States?. Oxford Review of Education 37(3), pp. 347-367. (10.1080/03054985.2010.547315)
- Souto-Otero, M. 2011. Breaking the consensus in educational policy reform?. Critical Studies in Education 52(1), pp. 77-91. (10.1080/17508487.2011.536514)
2010
- Souto-Otero, M. 2010. Education, meritocracy and redistribution.. Journal of Education Policy 25(3), pp. 397-413. (10.1080/02680930903576396)
2008
- Souto-Otero, M., Fleckenstein, T. and Dacombe, R. 2008. Filling in the gaps: European governance, the open method of coordination and the European Commission.. Journal of Education Policy 23(3), pp. 231-249. (10.1080/02680930801987786)
- Souto-Otero, M. 2008. The socio-economic background of Erasmus students: A trend towards wider inclusion?. International Review of Education 54(2), pp. 135-154. (10.1007/s11159-007-9081-9)
- Souto-Otero, M. 2008. Estudiantes Erasmus españoles : Beneficios de la participación en el programa y límites socioeconómicos a su acceso.. Panorama Social 6(1), pp. 107-118.
2007
- Souto-Otero, M. 2007. Access to post-compulsory education and training: economic, sociological and political determinants and remaining research gaps. Comparative Education 43(4), pp. 571-586. (10.1080/03050060701611961)
- Souto-Otero, M. 2007. Further education provider specialisation: international experiences and lessons for England. Research in Post-Compulsory Education 12(2), pp. 193-207. (10.1080/13596740701387478)
2006
- Souto-Otero, M. and Whitworth, A. 2006. Equality in higher education in Spain and the UK: mismatch between rhetoric and policy?. Higher Education Quarterly 60(2), pp. 167-186. (10.1111/j.1468-2273.2006.00315.x)
- Souto-Otero, M. 2006. Evaluación de políticas: una revisión crítica de las definiciones, diseños y métodos. Administracion y Ciudadania 1(1), pp. 173-202.
Articles
- Souto-Otero, M. and Brown, P. 2024. The rise of the digital labour market: Characteristics and implications for the study of education, opportunity and work. Journal of Education and Work (10.1080/13639080.2024.2310263)
- Souto-Otero, M., Donnelly, M. and Kanol, M. 2024. A transactional or a relational contract? The student consumer, social participation and alumni donations in higher education. British Journal of Educational Studies 72(1), pp. 85-107. (10.1080/00071005.2023.2245441)
- Souto-Otero, M., Brown, P. and Freebody, S. 2023. High skilled workplaces, technological change and employment: Can educational reform do it?. International Journal of Educational Research 122, article number: 102265. (10.1016/j.ijer.2023.102265)
- Souto-Otero, M., Garcia Alvarez, J. and Santos Rego, M. A. 2023. Subject choice motivation and students’ conceptions of employability: thin and thick. British Journal of Sociology of Education 44(4), pp. 606-630. (10.1080/01425692.2023.2203364)
- Souto-Otero, M. 2023. Six principles to advance technical and vocational education for sustainable development. Panorama, pp. 183-195.
- Van Mol, C., Caarls, K. and Souto-Otero, M. 2021. International student mobility and labour market outcomes: an investigation of the role of level of study, type of mobility, and international prestige hierarchies. Higher Education 82, pp. 1145-1171. (10.1007/s10734-020-00532-3)
- Souto-Otero, M. 2021. Validation of non-formal and informal learning in formal education: covert and overt. European Journal of Education 56(3), pp. 365-379. (10.1111/ejed.12464)
- Souto-Otero, M. and Bialowoski, P. 2021. Graduate employability in Europe: the role of human capital, institutional reputation and network ties in European graduate labour markets. Journal of Education and Work 34(5-6), pp. 611-631. (10.1080/13639080.2021.1965969)
- Brown, P. and Souto-Otero, M. 2020. The end of the credential society? An analysis of the relationship between education and the labour market using big data. Journal of Education Policy 35(1), pp. 95-118. (10.1080/02680939.2018.1549752)
- Souto-Otero, M. 2020. Voluntariado, educación no formal y juventud: conceptos clave, participación y reconocimiento en España y la Unión Europea. Revista de Estudios de Juventud 124, pp. 53-73.
- Souto-Otero, M. 2019. Private companies and policy- making: Ideological repertoires and concealed geographies in the evaluation of European education policies. European Educational Research Journal 18(1), pp. 34-53. (10.1177/1474904118804745)
- Souto-Otero, M. and Enders, J. 2017. International students’ and employers’ use of rankings: a cross-national analysis. Studies in Higher Education 42(4), pp. 783-810. (10.1080/03075079.2015.1074672)
- Souto-Otero, M. and Shields, R. 2016. The investment model of volunteering in the EU-27 countries: volunteering, skills development and employability. A multi-level analysis. European Societies 18(5), pp. 487-513. (10.1080/14616696.2016.1228991)
- Beerkens, M., Souto-Otero, M., de Wit, H. and Huisman, J. 2016. Similar students and different countries? An analysis of the barriers and drivers for Erasmus participation in seven countries. Journal of Studies in International Education 20(2), pp. 184-204. (10.1177/1028315315595703)
- Souto-Otero, M. and Whitworth, A. 2016. Adult participation in higher education and the ‘knowledge economy’: a cross-national analysis of patterns of delayed participation in HE across 15 European countries. British Journal of Sociology of Education 38(6), pp. 763-781. (10.1080/01425692.2016.1158639)
- Souto-Otero, M. 2016. Young people’s views of the outcomes of non-formal education in youth organisations: its effects on human, social and psychological capital, employability and employment. Journal of Youth Studies 19(7), pp. 938-956. (10.1080/13676261.2015.1123234)
- Souto-Otero, M. and Beneito-Montagut, R. 2016. From governing through data to governmentality through data: artefacts, strategies and the digital turn. European Educational Research Journal 15(1), pp. 14-33. (10.1177/1474904115617768)
- Souto-Otero, M. and Villalba-Garcia, E. 2015. Migration and validation of non-formal and informal learning in Europe: inclusion, exclusion or polarisation in the recognition of skills?. International Review of Education 61(5), pp. 585-607. (10.1007/s11159-015-9516-7)
- Villalba-Garcia, E., Souto-Otero, M. and Murphy, I. 2014. The 2014 European Inventory on validation of non-formal and informal learning. Prospects and trends on validation in Europe. Berufsbildung in Wissenschaft und Praxis 5, pp. 16-19.
- Souto-Otero, M. 2013. Is 'better regulation' possible? Formal and substantive quality in the impact assessments in education and culture of the European Commission. Evidence & Policy: A Journal of Research, Debate and Practice 9(4), pp. 513-529.
- Souto-Otero, M. and Beneito-Montagut, R. 2013. 'Power on': Googlecracy, privatisation and the standardisation of sources. Journal of Education Policy 28(4), pp. 481-500.
- Souto-Otero, M., Huisman, J., Beerkens, M., de Win, H. and Vujic, S. 2013. Barriers to international student mobility: evidence from the Erasmus program. Educational Researcher 42(2), pp. 70-77.
- Souto-Otero, M. 2013. Neo-liberalism and continuing vocational training governance in the UK: an examination of three theoretical accounts. Educational Review 65(1), pp. 20-35.
- Souto-Otero, M. 2012. Learning outcomes: good, irrelevant, bad or none of the above? [Editorial]. Journal of Education and Work 25(3), pp. 249-258. (10.1080/13639080.2012.689648)
- Souto-Otero, M. and Ure, O. B. 2012. The coherence of vocational education and training in Norway and Spain: national traditions and the reshaping of VET governance in hybrid VET systems. Compare: A Journal of Comparative and International Education 42(1), pp. 91-111. (10.1080/03057925.2011.628836)
- Souto-Otero, M. 2011. Making higher education work: a comparison of discourses in the United Kingdom’s Conservative and Labour Parties’ general election manifestos between 1979 and 2010. Comparative Education Review 55(3), pp. 293-314. (10.1086/660112)
- Souto-Otero, M. 2011. Discretional policies and transparency of qualifications: changing Europe without money and without States?. Oxford Review of Education 37(3), pp. 347-367. (10.1080/03054985.2010.547315)
- Souto-Otero, M. 2011. Breaking the consensus in educational policy reform?. Critical Studies in Education 52(1), pp. 77-91. (10.1080/17508487.2011.536514)
- Souto-Otero, M. 2010. Education, meritocracy and redistribution.. Journal of Education Policy 25(3), pp. 397-413. (10.1080/02680930903576396)
- Souto-Otero, M., Fleckenstein, T. and Dacombe, R. 2008. Filling in the gaps: European governance, the open method of coordination and the European Commission.. Journal of Education Policy 23(3), pp. 231-249. (10.1080/02680930801987786)
- Souto-Otero, M. 2008. The socio-economic background of Erasmus students: A trend towards wider inclusion?. International Review of Education 54(2), pp. 135-154. (10.1007/s11159-007-9081-9)
- Souto-Otero, M. 2008. Estudiantes Erasmus españoles : Beneficios de la participación en el programa y límites socioeconómicos a su acceso.. Panorama Social 6(1), pp. 107-118.
- Souto-Otero, M. 2007. Access to post-compulsory education and training: economic, sociological and political determinants and remaining research gaps. Comparative Education 43(4), pp. 571-586. (10.1080/03050060701611961)
- Souto-Otero, M. 2007. Further education provider specialisation: international experiences and lessons for England. Research in Post-Compulsory Education 12(2), pp. 193-207. (10.1080/13596740701387478)
- Souto-Otero, M. and Whitworth, A. 2006. Equality in higher education in Spain and the UK: mismatch between rhetoric and policy?. Higher Education Quarterly 60(2), pp. 167-186. (10.1111/j.1468-2273.2006.00315.x)
- Souto-Otero, M. 2006. Evaluación de políticas: una revisión crítica de las definiciones, diseños y métodos. Administracion y Ciudadania 1(1), pp. 173-202.
Book sections
- Souto-Otero, M. 2024. Bringing formal and nonformal learning closer together: A reflection on crossovers in curriculum, pedagogy, assessment and learning environments. In: Pilz, M. ed. Informal Learning in Vocational Education and Training: Illuminating an Elusive Concept. Springer
- Souto-Otero, M., Favero, L., Basna, K., Humburg, M. and Oberheidt, S. 2023. Erasmus (+) student mobility: individual and institutional motivations and effects. In: Tierney, R., Rizvi, F. and Ercikan, K. eds. International Encyclopedia of Education., Vol. 1. Elsevier, pp. 218-219., (10.1016/B978-0-12-818630-5.01028-9)
- Brown, P., Souto-Otero, M. and Sadik, S. 2022. Digital transformation and the future of work. In: Housley, W. et al. eds. The Sage Handbook of Digital Society. Sage
- Souto-Otero, M. 2019. Globalization of Higher Education, Critical Views. In: Teixeira, P. N. and Shin, J. C. eds. Encyclopedia of International Higher Education Systems and Institutions. Springer
- Souto-Otero, M. 2019. Key state policies in Higher Education. In: Amey, M. J. and David, M. E. eds. The Sage Encyclopedia of Higher Education., Vol. 5. Sage Publishing
- Souto-Otero, M. 2017. Neo-liberalism, discursive change and European education policy trajectories. In: Lendvai, N. and Kenneth-Bainton, P. eds. Handbook of European Social Policy. Cheltenham: Edward Elgar, pp. 284-301.
- Souto-Otero, M. 2016. Validation of non-formal and informal learning in Europe: research, policies, legitimacy and survival.. In: Bohlinger, S., Dang, T. K. A. and Klatt, M. eds. Education policy: mapping the landscape and scope. Peter Lang, (10.3726/978-3-653-05044-8)
- Souto-Otero, M. 2015. Evaluating European education policy-making in education and training: Between institutional legitimization and policy privatization.. In: Souto-Otero, M. ed. Evaluating European Education Policy-Making. London: Palgrave Macmillan, pp. 1-25.
- Souto-Otero, M. 2015. Who benefits from EU policy-making in education? : The European Commission and the privatization of education policy. In: Souto-Otero, M. ed. Evaluating European Education Policy-Making. London: Palgrave Macmillan, pp. 166-183.
Books
- Huisman, J. et al. eds. 2015. The Palgrave international handbook of Higher Education policy and governance. Basingstoke: Palgrave Macmillan.
- Souto-Otero, M. ed. 2015. Evaluating European education policy-making: privatization, networks and the European Commission. Basingstoke: Palgrave Macmillan.
Monographs
- Pouliakas, K. and Souto-Otero, M. 2022. Setting Europe on course for a human digital transition: new evidence from Cedefop’s second European skills and jobs survey.. Project Report. [Online]. Luxembourg: Publications Office of the European Union. Available at: https://www.cedefop.europa.eu/files/3092_en.pdf
- Richardson, M., Murphy, I., Endrodi, G., Hadjivassiliou, K. and Souto-Otero, M. 2020. Study supporting the evaluation of the council recommendation of 20 December 2012 on the validation of non-formal and informal learning. Technical Report.
- Souto-Otero, M. et al. 2019. Erasmus+ higher education impact study. Project Report. [Online]. Luxembourg: Publications Office of the European Union. Available at: http://dx.doi.org/10.2766/162060
- Besic, A. et al. 2019. Skills audits: Tools to identify talent. Project Report. [Online]. Brussels: Publications Office of the European Union. Available at: http://dx.doi.org/10.2767/993047
- Murphy, I., Scott, D., Villalba-Garcia, E., Endrodi, G. and Souto-Otero, M. 2019. European inventory on validation of non-formal and informal learning 2018 update: synthesis report. Project Report. [Online]. Thessaloniki: Cedefop. Available at: http://libserver.cedefop.europa.eu/vetelib/2019/european_inventory_validation_2018_synthesis.pdf
- Brown, P., Lloyd, C. and Souto-Otero, M. 2018. The prospects for skills and employment in an age of digital disruption: A cautionary note. Project Report. [Online]. Oxford: Available at: http://www.skope.ox.ac.uk/?person=the-prospects-for-skills-and-employment-in-an-age-of-digital-disruption-a-cautionary-note
- 2017. FP7 ex post and H2020 interim evaluation of Marie Skłodowska-Curie actions (MSCA). Project Report. [Online]. Luxembourg: Publications Office of the European Union. Available at: http://dx.doi.org/10.2766/103174
- 2017. European Industrial Doctorates - towards increased employability and innovation. Project Report. [Online]. Luxembourg: Publications Office of the European Union. Available at: http://dx.doi.org/10.2766/643937
- Devaux, A. and Souto-Otero, M. 2016. Validation and Open Educational Resources (OER): Thematic report for the 2016 update of the European inventory on validation. Technical Report.
- Souto-Otero, M. et al. 2016. OpenCases: case studies on openness in education. Project Report. [Online]. Institute for Prospective Technological Studies, Joint Research Centre, European Commission. Available at: http://dx.doi.org/10.2791/039825
Ymchwil
Mae fy ymchwil yn canolbwyntio ar y meysydd canlynol:
(1) rhyngwladoli mewn addysg uwch a symudedd myfyrwyr rhyngwladol,
(2) y cysylltiad rhwng addysg a'r farchnad lafur a dyfodol gwaith,
(3) polisi addysg ac anghydraddoldeb addysgol,
(4) cydnabod y farchnad gymdeithasol a llafur o ddysgu anffurfiol ac anffurfiol,
(5) Llywodraethu digidol mewn addysg.
Prosiectau cyfredol:
'Rhwydwaith Ewropeaidd ar symudedd myfyrwyr rhyngwladol: Cysylltu ymchwil ac ymarfer' Wedi'i ariannu gan Gydweithrediad Ewropeaidd mewn Gwyddoniaeth a Thechnoleg (COST) Gweithredu. Cyfnod: 2021-2025.
"Adeiladu galluoedd i integreiddio dysgu anffurfiol a ffurfiol yn well" Wedi'i ariannu gan y Comisiwn Ewropeaidd. Ffocws Gwlad: Estonia. Cyfnod: 2021-2023.
"Tarfu Digidol a Dyfodol Gwaith: Ailddychmygu Addysg, Sgiliau a Chyflogadwyedd" Wedi'i ariannu gan y Sefydliad Dysgu Oedolion, Singapore, am y cyfnod 2019-2023. Ffocws gwlad: Tsieina, yr Almaen, y Ffindir, India, Singapore, UDA, y DU a Fietnam.
Rhestr Ewropeaidd ar ddilysu dysgu anffurfiol ac anffurfiol (DG Cyflogaeth, Materion Cymdeithasol a Chynhwysiant, Y Comisiwn Ewropeaidd, 2023).
Rhwydwaith o Arbenigwyr ym maes Addysg Oedolion - Cyfarwyddwr Rhwydwaith (Addysg DG, Ieuenctid, Chwaraeon a Diwylliant, Y Comisiwn Ewropeaidd, 2023).
Yn ddiweddar, rwyf wedi bod yn rhan o'r prosiectau ymchwil canlynol (detholiad):
- Gwerthusiad o Weithredu Argymhelliad y Cyngor 2018 ar hyrwyddo cyd-gydnabod yn awtomatig o gymwysterau addysg uwch ac addysg uwchradd uwch a hyfforddiant a chanlyniadau cyfnodau dysgu dramor (DG Addysg, Ieuenctid, Chwaraeon a Diwylliant, Y Comisiwn Ewropeaidd, 2023)
- Ail Arolwg Sgiliau a Swyddi Ewropeaidd: Effaith digideiddio a newid technolegol ar gamgyfatebiad sgiliau ar weithwyr yr UE (CEDEFOP, 2020-2022). Yn cynnwys 27 o wledydd yr UE.
- Anghydbwysedd sgiliau yn yr Undeb Ewropeaidd (DG Cyflogaeth, Materion Cymdeithasol a Chynhwysiant, Y Comisiwn Ewropeaidd, 2020)
- Adolygiad Annibynnol o Arloesi Digidol ar gyfer yr Economi a Dyfodol Gwaith yng Nghymru (Llywodraeth Cymru, 2019)
- Adeiladu Piblinell Talent Singapore: Safbwyntiau Polisi Corfforaethol a Rhyngwladol (Sefydliad Dysgu Oedolion, Singapore, 2018)
- Astudiaeth Effaith Erasmus + (DG Addysg, Ieuenctid, Chwaraeon a Diwylliant, Y Comisiwn Ewropeaidd, 2019)
- Rhestr Ewropeaidd ar ddilysu dysgu anffurfiol ac anffurfiol (DG Cyflogaeth, Materion Cymdeithasol a Chynhwysiant, Y Comisiwn Ewropeaidd, 2018)
Addysgu
I teach in the areas of education, social policy and research methods -from undergraduate to doctoral level.
Bywgraffiad
Anrhydeddau a dyfarniadau
Runner-up for “Educational Review Article of the Year 2013" for Souto-Otero, M. (2013) ‘Neo-liberalism and continuing vocational training governance in the UK: an examination of three theoretical accounts’ Educational Review, vol.65(1), pp.20-35.
Aelodaethau proffesiynol
- Golygydd Gweithredol: British Journal of Sociology of Education (2022-presennol) - cyn hynny aelod o'r Bwrdd Golygyddol (2015-2022),
- Aelod o'r Bwrdd Cynghori: Journal of Education Policy (2022-presennol)
- Golygydd Cyswllt: Journal of Education and Work (2008-presennol)
Ymrwymiadau siarad cyhoeddus
2024 "A yw myfyrwyr rhyngwladol yn anweledig? Fframio'r drafodaeth ar integreiddio cymdeithasol a diwylliannol myfyrwyr rhyngwladol" Keynote sgwrs gyda'r Rhwydwaith Ewropeaidd ar Symudedd Myfyrwyr Rhyngwladol (Rhwydwaith COST ENIS, Gweithgor 3), 21 Chwefror 2024.
2024 "Cydnabod dysgu yn y farchnad lafur" Sgwrs wedi'i gwahodd yn y Diweddariad o'r Gweithdy Rhestr Ewropeaidd (Comisiwn Ewropeaidd / Cedefop), 17 o Ionawr 2024.
2023 "Cyfathrebu ymchwil ar gyfer effaith: 10 pwyntydd ar gyfer myfyrwyr graddedig ac ymchwilwyr" Darlith Gwadd ym Mhrifysgol Latfia. 5 Rhagfyr 2023, Riga, Latfia.
2023 "Mewnfudo rhyngwladol i fyfyrwyr - asesu rheolau fisa a mudo a'u heffaith ar fyfyrwyr rhyngwladol, cyflogaeth ym marchnad swyddi'r DU ac opsiynau polisi yn y dyfodol" Gwahoddiad i siarad yn seminar Fforwm Polisi Cyfreithiol San Steffan 'Next Steps for the UK immigration System after Brexit' (wedi'i gymedroli gan yr Arglwydd Almaeneg). 30 Tachwedd 2023, Llundain.
2023 "Bylchau sgiliau digidol" Cyflwyniad gwahoddedig yn y digwyddiad 'Sgiliau a dysgu mewn byd gwaith sy'n newid' Digwyddiad Blwyddyn Ewropeaidd Blaenllaw Sgiliau Cedefop. 12 Hydref, Brwsel.
2023 Gwahodd trafodaeth ar 'Dilysu dysgu anffurfiol ac anffurfiol' gyda'r Sefydliad Ewropeaidd Addysg a Pholisi Cymdeithasol (Paris), ar ddilysu dysgu anffurfiol ac anffurfiol. 15 Gorffennaf 2023.
2023 "Cyflogadwyedd Graddedigion yn Ewrop" sesiwn a wahoddwyd yn Ysgol Cyfathrebu a Diwylliant Prifysgol Aarhus, Aarhus, Denmarc, 16 Mawrth 2023.
20022 "Digideiddio a dyfodol gwaith" Cyweirnod yn "Camgymhariadau Digideiddio a Sgiliau: Beth allwn ni ei ddysgu o2il Gynhadledd Arolwg Sgiliau a Swyddi Ewropeaidd Cedefop" a drefnwyd gan Cedefop (Canolfan Ewropeaidd ar gyfer Datblygu Hyfforddiant Galwedigaethol). Thessaloniki, 8 Rhagfyr 2022.
2022 "Dilysu dysgu anffurfiol: cudd ac osgoi" Canolfan Ymchwil Almaeneg ar gyfer Addysg a Hyfforddiant Galwedigaethol Cymharol (VET) (Prifysgol Cologne, yr Almaen)4ydd cynhadledd ryngwladol ar Ddysgu Anffurfiol yn VET, Prifysgol Cologne, 28-30/09/2022.
2022 "Dod â dysgu ffurfiol ac anffurfiol yn agosach at ei gilydd: Sut y gellir ei wneud?" yn "Adeiladu galluoedd i integreiddio dysgu anffurfiol a ffurfiol yn well" Trefnwyd gan y Comisiwn Ewropeaidd (DG REFORM) a Gweinyddiaeth Addysg Estonia. Tallin, 15/09/2022.
2022 "Pwy sy'n ystyried astudio dramor yn flaenoriaeth? Safbwyntiau cymdeithasol ar bwysigrwydd astudio dramor" Cyweirnod yng nghyfres 'Fforwm Deialogau Byd-eang' Prifysgol Normal Beijing, 28/05/2022.
2022 "Integreiddio addysg anffurfiol a ffurfiol: y materion" Cyflwyniad gwahoddedig yn y Comisiwn Ewropeaidd (DG REFORM) a Gweithgaredd Cyfnewid Cyfoed y Weinyddiaeth Addysg Estonia "Adeiladu galluoedd i integreiddio dysgu anffurfiol a ffurfiol yn well" 3-4/05/2022.
2021 "Archwilio llwybrau cyflenwol i ardystio: Canlyniadau dysgu, safonau a micro-gymwysterau" Sgwrs wadd yn y Comisiwn Ewropeaidd a Cedefop "Diweddaru'r canllawiau Ewropeaidd ar gyfer dilysu dysgu anffurfiol ac anffurfiol" 24/11/2021.
2021 "Blaenoriaethu sgiliau a chysyniadau addysg fel micro-sylfeini anghydraddoldebau dosbarth: dadansoddiad o 28 o wledydd Ewropeaidd" Gweithdy ar Ddatblygiadau a Newidiadau mewn Systemau Addysg ar draws Meysydd Diwylliannol Byd-eang. Prifysgol Bremen, 8/10/2021.
2021 "The Learning Outcomes Approach in the European Union" Gwahoddiad i siarad yn y Sefydliad Llafur Rhyngwladol (ILO) 'Gweithio tuag at fframwaith cymwysterau rhanbarthol ar gyfer America Ladin a'r Caribî', Montevideo, 5/08/2021.
Pwyllgorau ac adolygu
Adolygydd Cyfnodolyn:
Addysg:
American Education Research Journal; British Educational Research Journal; Cymharu; Adolygiad Addysg Cymharol; Astudiaethau Beirniadol mewn Addysg; Adolygiad Addysgol; European Journal of Higher Education; globaleiddio, cymdeithasau ac addysg; Addysg Uwch; Polisi Addysg Uwch; International Journal of Education Development; Journal of Curriculum Studies; Journal of Education Policy; Dyddiadur Addysg a Gwaith; Cyfnodolyn Ymchwil mewn Addysg Ryngwladol; Journal of Vocational Education and Training; Journal of Astudiaethau Ieuenctid; Astudiaethau mewn Addysg Uwch.
Gwyddoniaeth Wleidyddol a Gweinyddiaeth Gyhoeddus:
Tystiolaeth a pholisi; Journal of Common Market Studies; Journal of European Social Policy; Gweinyddiaeth Gyhoeddus; Rheoleiddio a Llywodraethu; Cynrychiolaeth.
Cymdeithaseg:
British Journal of Sociology of Education; Adolygiad Cymdeithasegol Ewropeaidd; Cymdeithaseg Addysg; Gwaith a gwaith; Ieuenctid a Chymdeithas.
Meysydd goruchwyliaeth
- Rhyngwladoli mewn addysg uwch a symudedd myfyrwyr rhyngwladol
- Marchnadoedd addysg a llafur (gan gynnwys digideiddio, dyfodol gwaith a datblygu sgiliau
- Dadansoddi a gwerthuso polisi addysg
- Polisi addysg Ewropeaidd
- Dilysu dysgu anffurfiol ac anffurfiol
- Llywodraethu digidol mewn addysg
Myfyrwyr doethurol cyfredol (mae myfyrwyr diweddar wedi cael cyllid gan Gyngor Ysgolheictod Tsieineaidd, Cyngor Ymchwil Economaidd a Chymdeithasol y DU, Llywodraeth Oman, Llywodraeth Saudi Arabia, ymhlith cyrff eraill):
- Miaomiao Jia (Pwnc: Myfyrwyr rhyngwladol, digideiddio a chyflogadwyedd: achos myfyrwyr Tsieineaidd yn y DU).
- Mater Hadadi (Pwnc: Ditigialeiddio a gwaith athro mewn ysgolion).
- Rebekah Bawler (Pwnc: Digideiddio ac ysgolion' fel sefydliadau dysgu)
- Claire Bowen (Pwnc: Cyflogadwyedd graddedig yn yr economi ddigidol).
Goruchwyliaeth gyfredol
Miaomiao Jia
Myfyriwr ymchwil
Prosiectau'r gorffennol
Doethuriaethau a gwblhawyd yn ddiweddar:
- Dr. Faisal Al Balushi (Pwnc: Rôl Ymgysylltiad Cyngor y Myfyrwyr wrth Lunio Polisïau mewn Addysg Uwch).
- Dr. Khalifa al Harmi (Pwnc: Effaith Cymwysterau a Chyfalaf Cymdeithasol ar Ganlyniadau Cyflogaeth).
- Dr. Amnah Albehiji (Pwnc: Symudedd Gradd PhD a Chanlyniadau Gyrfa).
- Dr. Issa Al Shabibi (Pwnc: Addysg Entrepreneuriaeth a Strategaethau Arallgyfeirio Economaidd).