![Associate Professor Ian Hardy](/sites/default/files/profiles/990.png)
Overview
Background
Dr Hardy researches and teaches in the areas of educational policy and politics, particularly in relation to institutionalized educational settings (schools; universities), at the School of Education, University of Queensland. He is also increasingly involved in policy studies relating to international and comparative education in schooling, higher education and vocational education. Dr Hardy's teaching at Undergraduate, Masters and PhD levels, and his service to the research, professional and wider community is informed by research into the relationship between education and society, particularly broader policy and political discourses, and educators' responses to the socio-political contexts in which their work is undertaken. Dr Hardy is currently undertaking national (Queensland) and international (England, Singapore, Bangladesh) work into the nature of teacher and other educator and policy officer's engagement with data in schools and schooling systems and settings. Dr Hardy is continuing to work on research undertaken during his recent Future Fellowship (2014-2018); this includes in relation to how policy support for the Australian Curriculum influenced teacher learning in diverse schooling settings in Queensland, within a broader global policy context. This work has also involved exploring how concurrent policy reform in Scandinavian (Finland and Sweden) and North American (Ontario and Connecticut) contexts has constituted and influenced practice in these settings. This research builds upon earlier work (2012-2014; ARC-DECRA) which focused upon teacher learning practices in Queensland under globalised policy conditions. Dr Hardy also researches the nature of academic work under current conditions in Australian and international university settings.
Current and future research focuses upon continued work on the nature and effects of data as currently constituted in educational (particularly schooling) settings in different national and international contexts (including in the Asia-Pacific, Europe and North America). Current and future research also includes work in relation to the nature and effects of Artificial Intelligence in educational settings, including how this influences educators' work and learning in schooling and other (formal and informal) educational settings. Current and future work also includes research into enhancing East-West relations, particularly as this pertains to international students studying in higher education settings in Australia and east-Asia.
Since 2004, Dr Hardy has also been a member of the Pedagogy, Education and Praxis international research consortium, involving researchers from Australia (University of Queensland, Griffith University, Charles Sturt University, Monash), UK (University of Sheffield), Sweden (University of Gothenburg), Norway (University of Tromso), and Finland (Abo Akademi). This group is primarily engaged in researching and theorising professional practice, including the politics of teachers' learning, throughout the teaching career in primary, secondary, tertiary and other adult education settings.
Dr Hardy worked previously at Charles Sturt University (Wagga Wagga, Australia; 2004-2010), commenced at The University of Queensland in 2010, and has occupied his current continuing substantive position as Associate Professor at the School of Education since 2019.
Availability
- Associate Professor Ian Hardy is:
- Available for supervision
- Media expert
Fields of research
Qualifications
- Bachelor of Arts, The University of Queensland
- Postgraduate Diploma, The University of Queensland
- Masters (Coursework), The University of Queensland
- Doctor of Philosophy, The University of Queensland
Research interests
-
Politics of education
-
Policy studies
-
International and comparative education
-
Social theory
Research impacts
Dr Hardy's research is of direct interest to schooling and higher education systems. He engages with school and system personnel in Australia, Sweden, Finland, England, Canada, and the United States. Recent work also includes studies in Singapore, Bangladesh and China. His work assists educators and policy makers improve their practice, and how schooling and higher education systems more broadly can be reformed to enhance student learning outcomes.
Works
Search Professor Ian Hardy’s works on UQ eSpace
2020
Journal Article
The policies and politics of teachers’ initial learning: the complexity of national initial teacher education policies
Hardy, Ian, Jakhelln, Rachel and Smit, Ben (2020). The policies and politics of teachers’ initial learning: the complexity of national initial teacher education policies. Teaching Education, 32 (3), 1-23. doi: 10.1080/10476210.2020.1729115
2020
Journal Article
Teacher learning, accountability and policy enactment in Ontario: the centrality of trust
Melville, Wayne and Hardy, Ian (2020). Teacher learning, accountability and policy enactment in Ontario: the centrality of trust. Educational Research for Policy and Practice, 19 (1), 1-17. doi: 10.1007/s10671-018-09244-z
2020
Journal Article
Social enterprise as a policy panacea: panel discussions, data and the cultural formulation of policy in Bangladesh
Adhikary, Rino Wiseman, Hardy, Ian and Lingard, Bob (2020). Social enterprise as a policy panacea: panel discussions, data and the cultural formulation of policy in Bangladesh. Globalisation, Societies and Education, 18 (2), 1-14. doi: 10.1080/14767724.2020.1711708
2020
Book Chapter
Critiquing and cultivating the conditions for educational praxis and praxis development
Hardy, Ian, Petrie, Kirsten, Norlund, Anita, Henning Loeb, Ingrid and Langat, Kiprono (2020). Critiquing and cultivating the conditions for educational praxis and praxis development. Pedagogy, education and praxis in critical times. (pp. 65-84) edited by Kathleen Mahon, Christine Edwards-Groves, Susanne Francisco, Mervi Kaukko, Stephen Kemmis and Kirsten Petrie. Singapore, Singapore: Springer. doi: 10.1007/978-981-15-6926-5_4
2020
Journal Article
Ritualisation of testing: problematising high-stakes English-language testing in Bangladesh
Ali, Md. Maksud, Hamid, M. Obaidul and Hardy, Ian (2020). Ritualisation of testing: problematising high-stakes English-language testing in Bangladesh. Compare, 50 (4), 1-21. doi: 10.1080/03057925.2018.1535890
2019
Journal Article
Test-takers’ perspectives on a global test of English: questions of fairness, justice and validity
Hamid, M. Obaidul, Hardy, Ian and Reyes, Vicente (2019). Test-takers’ perspectives on a global test of English: questions of fairness, justice and validity. Language Testing in Asia, 9 (1) 16. doi: 10.1186/s40468-019-0092-9
2019
Journal Article
Professional learning as policy enactment: the primacy of professionalism
Hardy, Ian J. and Melville, Wayne (2019). Professional learning as policy enactment: the primacy of professionalism. Education Policy Analysis Archives, 27 90, 90. doi: 10.14507/epaa.27.4401
2019
Journal Article
‘You’re probably going to catch me out here’: principals’ understandings of inclusion policy in complex times
Woodcock, Stuart and Hardy, Ian (2019). ‘You’re probably going to catch me out here’: principals’ understandings of inclusion policy in complex times. International Journal of Inclusive Education, 26 (3), 1-16. doi: 10.1080/13603116.2019.1645891
2019
Journal Article
The particularity of practice: superintendents’ agency for school development
Hardy, Ian and Salo, Petri (2019). The particularity of practice: superintendents’ agency for school development. International Journal of Leadership in Education, 25 (2), 1-27. doi: 10.1080/13603124.2019.1629696
2019
Journal Article
Struggling to ‘see the big picture’: professional learning, policy and precarious employment
Melville, Wayne, Hardy, Ian and Roy, Matt (2019). Struggling to ‘see the big picture’: professional learning, policy and precarious employment. Teacher Development, 23 (4), 1-18. doi: 10.1080/13664530.2019.1620847
2019
Journal Article
Performative practices and authentic accountabilities: targeting students, targeting learning
Hardy, Ian, Reyes, Vicente and Hamid, M. Obaid (2019). Performative practices and authentic accountabilities: targeting students, targeting learning. The International Education Journal: Comparative Perspectives, 18 (1), 20-33.
2019
Journal Article
Book review: Miseducation: inequality, education and working classes, by Diane Reay
Hardy, Ian (2019). Book review: Miseducation: inequality, education and working classes, by Diane Reay. Discourse: Studies in the Cultural Politics of Education, 40 (4), 1-3. doi: 10.1080/01596306.2019.1599162
2019
Journal Article
Policy as praxis: senior educators’ enactment of assessment policy reform
Hardy, Ian and Melville, Wayne (2019). Policy as praxis: senior educators’ enactment of assessment policy reform. Power and Education, 11 (1), 69-84. doi: 10.1177/1757743818819520
2019
Journal Article
Educational neoliberalization: the mediatisation of ethical assertions in the voucher debate
Malin, Joel, Hardy, Ian and Lubienski, Christopher (2019). Educational neoliberalization: the mediatisation of ethical assertions in the voucher debate. Discourse: Studies in the Cultural Politics of Education, 40 (2), 217-233. doi: 10.1080/01596306.2019.1569880
2019
Journal Article
Governing teachers’ work and learning through data: Australian insights
Hardy, Ian (2019). Governing teachers’ work and learning through data: Australian insights. Cambridge Journal of Education, 49 (4), 501-517. doi: 10.1080/0305764x.2018.1557594
2018
Journal Article
Teachers’ work in complex times: the ‘fast policy’ of Swedish school reform
Hardy, Ian, Rönnerman, Karin and Beach, Dennis (2018). Teachers’ work in complex times: the ‘fast policy’ of Swedish school reform. Oxford Review of Education, 45 (3), 1-17. doi: 10.1080/03054985.2018.1546684
2018
Journal Article
Data for learning? Confirming and contesting performative practices of data governance
Hardy, Ian, Hamid, M. Obaidul and Reyes, Vicente (2018). Data for learning? Confirming and contesting performative practices of data governance. Global Studies of Childhood, 8 (4), 339-354. doi: 10.1177/2043610618814843
2018
Journal Article
Critiquing curriculum policy reform in Finland and Australia
Hardy, Ian and Michael Uljens (2018). Critiquing curriculum policy reform in Finland and Australia. Transnational Curriculum Inquiry, 15 (2), 50-82.
2018
Journal Article
Driving change from ‘the middle’: middle leading for site based educational development
Edwards-Groves, Christine, Grootenboer, Peter, Hardy, Ian and Rönnerman, Karin (2018). Driving change from ‘the middle’: middle leading for site based educational development. School Leadership & Management, 39 (3-4), 1-19. doi: 10.1080/13632434.2018.1525700
2018
Journal Article
Aspirational ambivalence of middle-class secondary students in Hong Kong
Tsao, Jack, Hardy, Ian and Lingard, Bob (2018). Aspirational ambivalence of middle-class secondary students in Hong Kong. British Journal of Sociology of Education, 39 (8), 1-17. doi: 10.1080/01425692.2018.1456904
Funding
Current funding
Past funding
Supervision
Availability
- Associate Professor Ian Hardy is:
- Available for supervision
Before you email them, read our advice on how to contact a supervisor.
Supervision history
Current supervision
-
Doctor Philosophy
A study of the impact of the marketisation of the VET sector in Australia on education policy.
Principal Advisor
-
Doctor Philosophy
Understanding local-national-global imbrications in education policy: The case of Guangdong academic credit bank as a data infrastructure in Vocational Education in China
Principal Advisor
Other advisors: Dr Suraiya Abdul Hameed
-
Doctor Philosophy
Science Education: research, policy and politics
Principal Advisor
-
Doctor Philosophy
Reforming Initial Teacher Education in Ghana: A Multi-level Analysis of Policy in Practice
Principal Advisor
Other advisors: Associate Professor Obaid Hamid
-
Doctor Philosophy
Truth to tell: Teachers' conceptions of NAPLAN in a `post-truth' age
Principal Advisor
Other advisors: Associate Professor Obaid Hamid, Dr Vicente Reyes
-
Doctor Philosophy
Depressing pyrite in copper flotation in the presence of a high concentration of pyrite
Principal Advisor
Other advisors: Dr Stephen Heimans
-
Doctor Philosophy
Behind our backs, yet through our heads: Capitalism and the transfer of nurse education in Queensland (1967 - 1987)
Associate Advisor
Other advisors: Emeritus Professor Bob Lingard
-
Doctor Philosophy
Leading policy enactment for Aboriginal parent engagement in schools: Stories from Bundjalung Country
Associate Advisor
Other advisors: Professor Tracey Bunda
-
Doctor Philosophy
Social Perceptions towards Technical and Vocational Education and Training: A Case Study from Bangladesh
Associate Advisor
Other advisors: Associate Professor Asaduzzaman Khan, Associate Professor Obaid Hamid
-
Doctor Philosophy
THE PROFESSIONAL DEVELOPMENT OF INDONESIAN SCIENCE TEACHER EDUCATORS
Associate Advisor
Other advisors: Emeritus Professor Tisha Morrell
-
Doctor Philosophy
Built In or Bolt On? A Policy Analysis of Non-Government Programs in Indigenous Education
Associate Advisor
Other advisors: Professor Robyn Gillies
-
Doctor Philosophy
Teachers Performance Evaluation in South America: A comparative study in Colombia Chile and Argentina.
Associate Advisor
Other advisors: Dr Suraiya Abdul Hameed
Completed supervision
-
2023
Doctor Philosophy
Governing through Customisation: A Comparative Case Study of the PIAAC's intervention in education policy governance in Australia, Chile, and Singapore
Principal Advisor
Other advisors: Dr Suraiya Abdul Hameed
-
2022
Doctor Philosophy
The datafication of assessment and learning: An ethno-case study of student, teacher and school practices in Queensland, Australia
Principal Advisor
-
2021
Doctor Philosophy
'Re-imagining' international education development? Enacting inclusive and equitable quality education policy for ethnic minorities in Laos
Principal Advisor
Other advisors: Dr Kayoko Hashimoto, Dr Vicente Reyes
-
2020
Doctor Philosophy
Understanding digital educational governance: The case of OneSchool in Queensland, Australia
Principal Advisor
-
2019
Doctor Philosophy
Globalization, governance and 'Teach for Bangladesh': Understanding Social Enterprises in education policy
Principal Advisor
Other advisors: Emeritus Professor Bob Lingard
-
2017
Doctor Philosophy
Alternative schooling practices in rural areas: Effects on student learning, community engagement and equity
Principal Advisor
-
2016
Doctor Philosophy
Leading-for-teacher-learning in Vietnam: A sociological analysis
Principal Advisor
-
2016
Doctor Philosophy
Understanding new spaces and relations of global governance in education: The OECD's PISA for Schools
Principal Advisor
Other advisors: Emeritus Professor Bob Lingard
-
2015
Doctor Philosophy
Aspirational Ambivalence and the Imagined Futures of Middle-Class Secondary Students in Hong Kong
Principal Advisor
Other advisors: Emeritus Professor Bob Lingard
-
2022
Doctor Philosophy
Supranational Language Policy and Planning: A Case Study of the Association of Southeast Asian Nations (ASEAN)
Associate Advisor
Other advisors: Associate Professor Obaid Hamid
-
2022
Doctor Philosophy
English for Human Capital Development in a Globalising World: Policy, Perceptions and Practices
Associate Advisor
Other advisors: Adjunct Professor Adil Khan, Associate Professor Obaid Hamid
-
2020
Doctor Philosophy
Storying female academics' career development in Indonesian Islamic higher education: A postcolonial feminist analysis
Associate Advisor
Other advisors: Dr Liz Mackinlay
-
2020
Doctor Philosophy
Teacher learning about dialogical pedagogy: A multiple case study of Vietnamese educators from a Bakhtinian perspective
Associate Advisor
Other advisors: Professor Robyn Gillies
-
2018
Doctor Philosophy
A Comparative Study of the Internationalization of Higher Education Policy in Australia and China (2008-2015)
Associate Advisor
Other advisors: Emeritus Professor Bob Lingard
-
2017
Doctor Philosophy
The evolving principalship: studying the impact of school improvement policies and discourses on Queensland principals.
Associate Advisor
Other advisors: Honorary Professor Martin Mills
Media
Enquiries
Contact Associate Professor Ian Hardy directly for media enquiries about:
- national testing
- teacher learning
- teachers' use of data
- teachers' use of test data
Need help?
For help with finding experts, story ideas and media enquiries, contact our Media team: