Charlynne Pullen BA (Hons) MSc GDE
Principal Research Fellow
Summary
An experienced researcher in education, my research interests are mainly in post-16 technical and vocational education, including apprenticeships. My expertise includes qualitative and quantitative research, including policy and economic analysis. I joined Sheffield Hallam in 2022, with around 20 years experience including conducting, leading and managing, and commissioning research. My previous roles include Head of Research and Evaluation at The Education and Training Foundation, Research Manager at City & Guilds, and Principal Researcher Evaluation and Skills at the Learning and Skills Network.
About
An experienced leader, manager and researcher, I’ve worked in educational research and policy for around 20 years. My research interests are in post-16 vocational education, including higher and degree apprenticeships, the Further Education workforce, and post-16 skills policy and implementation. My expertise in a range of research methods, both qualitative and quantitative, mean I lead and conduct a range of research projects including policy analysis, evaluations, and secondary data analysis.
From 2014-2020, I was Head of Research and Evaluation at the Education and Training Foundation, managing the FE workforce data programme including the Staff Individualised Record, and overseeing all evaluations of CPD programmes. Prior to that I worked in a range of research roles at IPPR, City & Guilds, a Sector Skills Council, the Learning and Skills Network, Universities UK, and NFER.
I was a Governor at Milton Keynes College Group from 2017 to 2023, serving as Chair of the Search and Governance Committee, Chair of the Curriculum and Quality Group, and Chair of the CEO Selection Committee. I was a Governor at the University of Bedfordshire from 2020 to 2023. Prior to that I was a Governor at two Primary Schools in Islington from 2008 to 2014, and a Councillor in Islington from 2010-14.
I have a BA (Hons) in Modern History from the University of Oxford, an MSc in Social Research Methods from the Open University, a Graduate Diploma (Level 6) in Economics from Birkbeck College, University of London, and am in the final stages of my PhD in the Economics of Education from the University of Sheffield.
Publications
Reports
Pullen, C., Mccaig, C., Emms, K., & Laczik, A. (2024). Widening Participation and Degree Apprenticeships. Edge Foundation. https://www.edge.co.uk/documents/520/DD1576_-_Edge_SHU_widening_participation_report_2_FINAL.pdf
Pullen, C. (2024). Apprenticeships - a system build for adults? UVAC. https://uvac.ac.uk/apprenticeships-a-system-built-for-adults-uvac-publishes-new-concept-paper/
Boylan, M., Pullen, C., Boodt, S., Zhu, H., & Clarkson, L. (2024). Generic skills in the 14-19 curriculum: an international review: summary report. Sheffield Hallam University.
Pullen, C., & Boodt, S. (2024). External evaluation of the Milton Keynes College Group Greater Than Network. Sheffield Institute of Education, Sheffield Hallam University. https://www.shu.ac.uk/sheffield-institute-education-research/projects/evaluation-of-the-greater-than-network#:~:text=The%20evaluation%20ran%20from%20March,working%20effectively%20prior%20to%20closure
Pullen, C. (2024). Future Skills Projections and Analysis. Research report. Department for Education, UK Government. https://www.gov.uk/government/publications/future-skills-projections-and-analysis
Pullen, C., Jeffery, R., & Griffiths, T.-.L. (2024). Experiences and Perceived Impacts of the Apprenticeship Minimum Wage: A Qualitative Scoping Study. gov.uk. https://minimumwage.blog.gov.uk/wp-content/uploads/sites/157/2024/02/Pullen-et-al-2024_Apprentice-Experiences-2.pdf
Midlands Innovation, (2022). The TALENT Commission: Technical skills, roles and careers in UK higher education and research. Midlands Innovation. https://www.mitalent.ac.uk/CoreCode/Modules/Content/ResourceLibrary/AjaxHandlers/ResourceAccessHandler.aspx/e85f7b36-c487-4f50-8760-6b36d27bf723
Pullen, C., & Mullan, J. (2021). Global statement on the future of professional technical education and training. World Federation of Colleges and Polytechnics. https://wfcp.org/wp-content/uploads/2021/11/wfcp-globalstatement-report-1.pdf
Pullen, C. (2020). Youth unemployment: lessons to learn. The Gatsby Charitable Foundation. https://www.gatsby.org.uk/uploads/education/reports/pdf/youth-unemployment-report-v6.pdf
Frontier Economics, (2020). Further education workforce data for England: analysis of the 2018-2019 staff individualised record (SIR). Education & Training Foundation. https://www.et-foundation.co.uk/wp-content/uploads/2020/06/SIR27-REPORT-FOR-PUBLICATION.pdf
BMG Research, (2019). Workforce capability to deliver the digital entitlement: an independent report based on a telephone survey and qualitative case studies intothe training needs and skills of the workforce who deliver basic digital skills trainingin post-18 education and training organisations in England, ahead of the introductionof the new standards and Government entitlement in 2020. The Education & Training Foundation. https://www.et-foundation.co.uk/wp-content/uploads/2019/07/Report-Workforce-capability-to-deliver-the-digital-entitlement.pdf
Frontier Economics, (2019). Further education workforce data for England: analysis of the 2017-2018 staff individualised record (SIR). Education & Training Foundation. https://www.et-foundation.co.uk/wp-content/uploads/2019/05/SIR26-Workforce-Data-report.pdf
BMG Research, (2018). Training needs in the further education sector: an independent and comprehensive report of survey-based research into the training needs ofpeople who work in post-16 education and training organisations in England. https://www.et-foundation.co.uk/wp-content/uploads/2018/04/1331_Training-Needs-Analysis-Final-.pdf
Zaidi, A., Howat, C., Caisl, J., & Puts, E. (2018). Initial teacher education provision in further education - 2015/16 : a report prepared for the Education and Training Foundation by ICF Consulting Services Ltd. The Education & Training Foundation. https://www.et-foundation.co.uk/wp-content/uploads/2018/04/Initial-Teacher-Education-in-Further-Education-15.16-Published-April-2018.pdf
Frontier Economics, (2018). Further education workforce data for England: analysis of the 2016-2017 staff individualised record (SIR). Education & Training Foundation. https://www.et-foundation.co.uk/wp-content/uploads/2018/03/Staff-Individualised-Records-Data-Report-SIR-25-2016-17.pdf
Frontier Economics, (2017). Further education workforce data for England: analysis of the 2015-2016 staff individualised record (SIR). Education & Training Foundation. https://www.et-foundation.co.uk/wp-content/uploads/2018/04/FE-workforce-data-2017-FINAL_new.pdf
Zaidi, A., Howat, C., & Caisl, J. (2017). Initial teacher education provision in further education and skills: third year report. The Education & Training Foundation. https://www.et-foundation.co.uk/wp-content/uploads/2017/03/ITE-data-report-new-brand.pdf
Pullen, C., & Dromey, J. (2016). Earning and learning: making the apprenticeship system work for 16–18-year-olds. Institute for Public Policy Research.
Pullen, C., & Clifton, J. (2016). England’s apprenticeships: assessing the new system. Institute for Public Policy Research. https://www.ippr.org/files/publications/pdf/Englands_apprenticeships_Aug%202016.pdf
Frontier Economics, (2016). Further Education Workforce Data for England: Analysis of the 2014-2015 Staff Individualised Record (SIR). The Education & Training Foundation. https://www.et-foundation.co.uk/wp-content/uploads/2016/06/RPT-FE-Colleges_SIR_for-publication-PC.pdf
Frontier Economics, (2016). Local authority providers' workforce in 2014/15. The Education & Training Foundation. https://www.et-foundation.co.uk/wp-content/uploads/2016/06/RPT-Local-authority-providers_for-publication-PC.pdf
Frontier Economics, (2016). Private training providers' workforce in 2014/15. The Education & Training Foundation. https://www.et-foundation.co.uk/wp-content/uploads/2016/06/RPT-Private-training-providers_for-publication-PC.pdf
Frontier Economics, (2016). Third sector providers' workforce data in 2014/15: findings based on survey evidence from adult and community learning and work-based learning workforce surveys. The Education & Training Foundation. https://www.et-foundation.co.uk/wp-content/uploads/2016/06/RPT-Third-sector-providers_for-publication-PC.pdf
Frontier Economics, (2016). Workforce data across the further education sector 2014/15: summary of findings from analysis of administrative and survey data. The Education & Training Foundation. https://www.et-foundation.co.uk/wp-content/uploads/2016/06/RPT-summary-of-workforce-reports_for-publication-PC.pdf
Zaidi, A., Howat, C., & Caisl, J. (2016). Initial teacher education provision in further education and skills: second year report. The Education & Training Foundation. https://www.et-foundation.co.uk/wp-content/uploads/2016/07/Data-analysis-of-ITE-in-FE-Year-2-report-FINAL-PC.pdf
Zaidi, A., Howat, C., Caisal, J., & Pullen, C. (2015). Initial teacher education provision in further education and skills. The Education & Training Foundation. https://www.et-foundation.co.uk/wp-content/uploads/2015/07/ITE-data-report-FINAL.pdf
Research & Consultancy Service, (2015). Work-based learning workforce survey 2013/14. The Education & Training Foundation. https://www.et-foundation.co.uk/wp-content/uploads/2015/04/WBL-Workforce-Survey-2015-280415.pdf
Frontier Economics, (2015). Workforce data across the further education sector 2013/14: Summary of findings in the 2013-2014 Staff IndividualisedRecord (SIR) data, Work Based Learning report, andAdult and Community Learning Workforce report. The Education & Training Foundation. https://www.et-foundation.co.uk/wp-content/uploads/2015/04/Workforce-data-summary-13.14-final-final.pdf
Frontier Economics, (2015). Further education workforce data for England: analysis of the 2013-2014 staff individualised record (SIR). The Education & Training Foundation. https://www.et-foundation.co.uk/wp-content/uploads/2015/04/RPT-SIR22-230415.pdf
Research & Consultancy Service, (2015). Adult and Community Learning Workforce Survey 2013/14. The Education & Training Foundation. https://www.et-foundation.co.uk/wp-content/uploads/2015/04/ACL-Workforce-Survey-2015-210415.pdf
HOLEX, (2014). Local authority community learning and skills workforce survey report 2012/13. The Education & Training Foundation. https://www.et-foundation.co.uk/wp-content/uploads/2014/09/ACL-Survey-Final.pdf
Frontier Economics, (2014). The qualification of maths and English teachers in further education: report prepared for the Education and Training Foundation (ETF). The Education & Training Foundation. https://www.et-foundation.co.uk/wp-content/uploads/2014/09/RPT-Survey-v4.pdf
Frontier Economics, (2014). Further education workforce data for England: analysis of the 2012-2013 staff individualised record. The Education & Training Foundation. https://www.et-foundation.co.uk/wp-content/uploads/2014/09/SIR-Report.pdf
Frontier Economics, (2014). Work-based learning workforce survey 2012/13. The Education & Training Foundation. https://www.et-foundation.co.uk/wp-content/uploads/2014/09/Work-Based-Learning-Workforce-Survey-Final.pdf
Pullen, C., & Varley Winter, O. (2013). Culture, Coaching and Collaboration: How to unlock the potential of digital learning in vocational teaching and learning. City & Guilds. https://www.cityandguilds.com/-/media/cityandguilds-site/documents/news/culture-coaching-and-collaboration-pdf.ashx?la=en&hash=EA4FE5AD3BEA5B426D9361AD5595FBA8277AFD70
Lucas, B., Claxton, G., & Spencer, E. (2012). How to teach vocational education: a theory of vocational pedagogy. City & Guilds. https://www.improvingtechnicaleducation.org.uk/assets/__/resource-library/resource/pdf/report-how-to-teach-vocational-education.pdf
Pullen, C., Varley-Winter, O., & Melaniphy, P. (2012). International approaches to specialisation in vocational education. City & Guilds. http://hdl.voced.edu.au/10707/256953
Cox, A., Fairhurst, P., Hadjivassiliou, K., Hirsh, W., Pullen, C., Jones, K., ... Walker, E. (2010). Leading and managing in a recession: same or different skills. Learning and Skills Improvement Service (LSIS). https://www.researchgate.net/publication/302417685_Leading_and_Managing_in_Recession_Same_or_Different_Skills
Pullen, C., Bruce, T., & Hale, C. (2008). Researcher mobility in the European research area: barriers and incentives. Universities UK. https://dera.ioe.ac.uk/26286/1/ResearcherMobilityEU.pdf
Pullen, C., & Morris, M. (2007). Disengagement and re-engagement of young people in learning at key stage 3. Research in Practice. https://www.nfer.ac.uk/disengagement-and-re-engagement-of-young-people-in-learning-at-key-stage-3/
Pullen, C., Lines, A., Easton, C., & Schagen, S. (2007). Language learning provision at key stage 2: findings from the 2006 survey. DfES. https://webarchive.nationalarchives.gov.uk/ukgwa/20111125054450/https://www.education.gov.uk/publications/standard/publicationDetail/Page1/RBX02-07
Internet Publications
Pullen, C. (2024). Whether degree apprenticeships support widening participation depends on who we’re talking about. https://wonkhe.com/blogs/whether-degree-apprenticeships-support-widening-participation-depends-on-who-were-talking-about/
Pullen, C. (2024). What the curriculum review needs to know about generic skills. https://feweek.co.uk/what-the-curriculum-review-needs-to-know-about-generic-skills/
Pullen, C. (2024). How do you work out future skills needs? https://wonkhe.com/blogs/how-do-you-work-out-future-skills-needs/
Pullen, C. (2024). The model that could make CPD greater than it is. https://feweek.co.uk/the-model-that-could-make-cpd-greater-than-it-is/
Pullen, C., Jeffery, R., & Griffiths, T.-.L. (2024). Experiences and Perceived Impacts of the Apprenticeship Minimum Wage - a qualitative scoping study. https://minimumwage.blog.gov.uk/2024/02/07/experiences-and-perceived-impacts-of-the-apprenticeship-minimum-wage-a-qualitative-scoping-study/
Pullen, C., Jeffery, R., & Griffiths, T.-.L. (2024). Experiences and Perceived Impacts of the Apprenticeship Minimum Wage - a qualitative scoping study. https://minimumwage.blog.gov.uk/2024/02/07/experiences-and-perceived-impacts-of-the-apprenticeship-minimum-wage-a-qualitative-scoping-study/