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Freedom of information
If you have a Freedom of Information request you'd like to make, contact our FOI team using the information below. -
How to find us
Lincoln is easy to reach by rail or road, and there are several airports within driving distance, so you can reach us wherever you are in the world! -
Further information
Bishop Grosseteste University’s governance structure has been developed to uphold the key values and practices on which the effective governance of UK HEIs is based. -
About BGU
Bishop Grosseteste University is located on a beautifully green and pleasant campus just a few minutes’ walk from Lincoln Cathedral, Castle and the old Roman city. -
Constance Stewart Hall
Constance Stewart Hall comprises 91 study bedrooms split over 4 floors. Open to BGU students from all year groups and levels.Please note: Not available for the 25-26 academic year due to maintenance -
English Literature (MA)
Our MA English Literature offers opportunities to deepen your passion for literatures in English through research-led modules that engage and push the boundaries of new and emerging disciplinary frameworks and debates. Supported by an academic team of research specialists, it creates a space for you to advance your academic and communication talents and further your professional prospects. We offer a close and mutually supportive learning community that recognises and responds to your distinctive learning needs and interests through seven student-centred flexible and vibrant modules that engages you with the latest literary debates. You will explore a stimulating range of genres, approaches, authors, and themes. Our innovative modes of assessment are designed to develop your interests: you will choose texts, writers, genres, theories, themes, and literary periods on which to focus independently.Please note: This course is only available to study part time. -
Health & Social Care Leadership
This course aims to enable an in-depth knowledge and understanding of leadership practice in Health and Social Care, informed by current scholarly research and including a critical awareness of current issues and developments at the forefront of this field. -
Professional Graduate Diploma in Education (Teaching Post-16 and Further Education)
The Professional Graduate Diploma in Education (Teaching Post-16 and Further Education) offers education, training and development to graduates who are practising or aspiring teachers who wish to teach courses such as BTECs/ CTECs, A Levels and Access to HE in further education colleges, Sixth form colleges, private sector training providers, and offender education. It provides a route into teaching in the training and skills sector for graduates, and leads to a robust teaching qualification, which is recognised in the sector. The programme develops participants’ knowledge and understanding of the theory and practice of teaching, learning and assessment, and teachers’ wider, professional engagement in the sector.The programme offers a challenging, supportive and rewarding experience to promote informed, reflective and effective teaching and professional development.This pGDE offers three specialist routes, for students wishing to specialise either in Vocational, Academic or SEND delivery in the sector.Please Note: Non-graduates (such as TAs, those with industry experience and specialist qualification) may study this programme at level 5. This course leads to Qualified Teaching Learning and Skills (QTLS) status*.*For those meeting the eligibility criteria QTLS eligibility | Society for Education and Training -
Dr Alison Riley
Alison Riley coordinates and teaches on our successful BA Early Childhood Studies programme. She joined Bishop Grosseteste University in 2007 as a lecturer on the work-based learning courses for classroom assistants and other educational support workers. Prior to this Alison worked in a variety of school based roles including senior leadership. Alison is a Fellow of the Higher Education Academy. Teaching Alison teaches on the undergraduate Early Childhood Studies programme. Her teaching interests include the influence of policy, provision and legislation in educational settings and leadership and management in Early Years settings. Alison’’s interests focus predominantly on the role of the early years practitioner, enabling her to utilise her former role in education to support students seeking a route into teaching or other roles within early years settings. Building on her Master's research, Alison also has a particular interest in the development of study skills in higher education. -
Ami Montgomery
Position: Deputy Head of ITE Programmes Current Role and Responsibilities As the Deputy Head of ITE Programmes since April 2024, Ami provides strategic and operational oversight for a diverse portfolio of programmes, including primary, secondary, and further education ITE, as well as postgraduate teacher education programmes. She collaborates closely with the Head of ITE Programmes to support the overall strategies of the Faculty, ensuring the quality and standards of courses, managing staffing, and leading the ITE Leadership Group. Approved Individual Licensed Practitioner (ILP) Ami is an approved Individual Licensed Practitioner (ILP) of The Bell Foundation’s Language for Results services, demonstrating her commitment to enhancing language education and supporting learners with English as an Additional Language (EAL). Academic Experience Teaching and Learning: Ami has extensive experience in designing and delivering high-quality educational programmes. She has contributed significantly to curriculum development, teaching material design, and the delivery of modules across various levels. Her expertise includes areas such as Equity, Diversity and Inclusion (EDI), EAL, Multiculturalism, and Initial Teacher Education. Research and Knowledge Exchange: Her doctoral research seeks to explore the intercultural dialogic teaching and learning interactions within UK primary classrooms, with a focus on the relevance of linguistic and cultural capital for inclusion. The study uses a multimodal ethnographic approach, employing a NEW and adapted T-SEDA (Toolkit for Systematic Educational Dialogue Analysis) toolkit for analysing classroom interactions. It highlights the importance of fostering intercultural communicative competence and inclusive pedagogies in enhancing social cohesion and equitable educational opportunities. The findings provide insights into the nature of intercultural dialogic interactions and their impact on social cohesion and social justice in the UK primary classroom setting. Ami continues to actively engages in research, knowledge exchange, and scholarly activities, seeking opportunities for income generation and contributing to the institution’s research profile.
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