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Centre Manager: Danielle Wartnaby

Danielle became the Centre Manager in October 2017, having previously worked as the Centre Research Officer (2013-2017), where she supported the coordination of the research work and activities across the Centre. Danielle is a member of the Centre's Steering Group and is responsible for managing all administrative and operational matters for the Jubilee Centre. Previous to her roles in the Jubilee Centre, Danielle worked as Research Administrator to the School of Education supporting the implementation of the School’s research impact strategies and actively assisting in the preparations for the Research Excellence Framework 2014 submission. She has also provided dedicated administrative support to the Centre for Research in Race and Education.

Following graduation from the University of Wolverhampton with a BA Joint Honours degree in Linguistics and Philosophy in January 2012, she worked for the University providing post-award support for European projects aimed at encouraging language learning and increasing aspirations in education.

Danielle is currently studying for an MA in Education at the University of Birmingham.


Contact details

Telephone: +44 (0)121 414 4439

Email: d.l.wartnaby@bham.ac.uk

Room 1233
12th Floor (West) Muirhead Tower
University of Birmingham
Edgbaston, Birmingham
B15 2TT, United Kingdom

Qualifications
  • MA by Research, University of Birmingham, 2018 (expected)
  • 1st Class BA (Hons) Linguistics and Philosophy, University of Wolverhampton, 2012
Publications

Wartnaby, D. (2014) 'Organisational Philosophies: Mission, Vision and Values Statements - Introductory Thoughts', Jubilee Centre Insight Series. Birmingham: University of Birmingham.

Arthur, J., Thompson, A. & Wartnaby, D. (2015) From Gratitude to Service: Engagement, Influence and Impact June 2012 - February 2015. Birmingham: University of Birmingham.

Wartnaby, D. (2016) 'Review: MOOCs in higher education: institutional goals and paths forward. By Fiona M. Hollands and Devayani Tirthali', British Journal of Educational Studies64(4): 550-552.