Dr. Zahra Salimi
Academic Lead for Research & Enterprise
Specialisms: Education Leadership, Policy, Practitioner-Researcher Identity
Methods: Qualitative (narrative inquiry, IPA, ethnography)
Active researchers: 4
Capacity: Open to new enquiries
Research Interests
- Education leadership and system reform
- Professional identity in educational contexts
- Practitioner-researcher positionality and ethics
- Insider research methodology
- Gender and leadership in education
- Qualitative research design and methods
Qualifications
- EdD, Education Leadership, University of Bristol
- MA Education Policy, Institute of Education, UCL
- BA (Hons) Sociology, University of Sheffield
- Fellow, Higher Education Academy
Biography
About Zahra
Dr. Zahra Salimi is the Academic Lead for Research & Enterprise at Brenkley Doctoral College, with responsibility for academic quality assurance across all programmes. She joined Brenkley Doctoral College as a founding member of the academic team, bringing extensive experience in higher and further education leadership and in doctoral supervision.
Zahra's academic background is in education policy and leadership, with a focus on how educational systems respond to reform agendas and how leaders within those systems navigate the intersection of policy, professional values, and institutional culture. Her own doctoral research examined the experience of women leading post-compulsory education institutions in England, using narrative inquiry to explore identity, legitimacy, and the management of competing expectations.
As a methodologist, Zahra is a committed advocate for qualitative approaches in practitioner research. She has published on the ethics and epistemology of insider research, the use of interpretive phenomenological analysis in professional doctorate contexts, and the distinctive challenges facing practitioner-researchers who must manage the dual roles of practitioner and researcher within their own organisations.
In her role as Academic Lead for Research & Enterprise, Zahra oversees admissions, programme design, supervisor development, and assessment processes. She chairs the Quality Assurance Committee and leads Brenkley Doctoral College's annual internal audit processes. She is also the primary contact for researchers who wish to raise concerns about their supervisory experience.
Selected Publications
Salimi, Z. (2024). Navigating dual roles: Practitioner-researchers and the ethics of insider positionality in professional doctorates. International Journal of Research & Method in Education, 47(1), 34–51.
An empirical and theoretical examination of how doctoral researchers who study their own organisations manage the ethical complexity of holding simultaneous insider and researcher identities.
Salimi, Z. & Oliver, S. (2022). Doctoral education for working professionals: Quality assurance in a flexible delivery context. Quality in Higher Education, 28(3), 312–329.
Co-authored examination of quality frameworks for flexible doctoral delivery, with implications for professional doctorate design and assessment.
Salimi, Z. (2021). Women leading in further education: A narrative inquiry into identity, legitimacy, and resilience. Educational Management Administration & Leadership, 49(4), 580–596.
A narrative inquiry study drawing on in-depth interviews with twelve women in senior leadership roles in English FE colleges.
Salimi, Z. (2019). Using interpretive phenomenological analysis in professional doctorate research: A methodological guide. Qualitative Research in Education, 8(2), 198–224.
A practical and epistemological guide for practitioner-researchers considering IPA as their primary qualitative methodology.
Current Researchers
Dr. Salimi currently supervises four doctoral researchers. Their work spans education system leadership, policy implementation in multi-academy trusts, the professional identity of newly appointed school leaders, and the experience of international students in UK higher education.
Dr. Salimi is currently open to enquiries from new researchers, particularly those working in education, public service, or professional fields where qualitative approaches are appropriate. Please contact us to discuss your research interests.