Mark Warnes

Research Fellow

Location: Cambridge

Research Supervision:Yes

Mark is Research Fellow at Anglia Learning & Teaching. He carries out individual and collaborative research and/or evaluation projects that are relevant to the successful implementation of our Education Strategy.
01223 698 672
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Mark Warnes on ResearchGate


Mark contributes to the evaluation of Learning, Teaching and Assessment (LTA) initiatives and projects in collaboration with AL&T colleagues. He works with Faculty Academic Leads on the development and sharing of evidence-informed LTA practice. Mark also identifies good teaching practice, interviews exponents of good teaching practice, and disseminates this information via the Good Teaching Exchange.

He undertakes analysis of the impact of LTA activities and their alignment with our Education Strategy, including Classroom Capture, Team-Based Learning, and use of Poll Everywhere. Mark is skilled in both quantitative and qualitative research techniques, using innovative and creative research design. He reports on data analysis, interprets findings and writes reports, disseminating these through appropriate internal and external channels. He currently manages the Learning and Teaching Project Awards scheme and the Pedagogic Research Directory. Mark also delivers our popular online course Ten Days of Twitter.

Previously, Mark worked as a part-time lecturer at Cambridge Regional College teaching sociology and at Anglia Ruskin University teaching sociology and social research methods.

Research interests

Learning & Teaching
Equality & Diversity
Threshold Concepts



MA Learning and Teaching
BA (Hons) Politics and Sociology
Fellow of the HEA

Selected recent publications

Mike Hobbs, M., Luca, C., Fatima, A. and Warnes, M., 2014. Ontological analysis for dynamic data model exploration, Electronic Journal of Applied Statistical Analysis, Vol. 05, Issue 01, December 2014, 42-56. [Online] Available at: [Accessed 27 February 2015]

Lilly J, Rivera Macías B and Warnes M, 2013, ‘The Good Teaching Project: Identifying and making explicit the components of good teaching practice’ in Educational Developments, Issue 14.1, March 2013, pp. 21-25. [Online] Available at: [Accessed 7 April 2015]

Morris M, Wisker G, Cheng M, Lilly J, Warnes M, Robinson G and Trafford V, 2011, ‘Wellbeing and the research student’ in Taking Wellbeing Forward in Higher Education: Reflections on theory and practice, Brighton: University of Brighton Press / Centre for Learning and Teaching. [Online] Available at: [Accessed 18 February 2014]

Anghel R, Fox J and Warnes M, November 2010, ‘An Exploration of Concept Mapping as a Method of Evaluating Student Learning in Social Work’, in Carpenter J and Burgess H eds., Evaluating Outcomes in Social Work Education, SWAP Monograph: Southampton.

Lilly J, Rivera Macías B, and Warnes M, 2010, ‘Investigating the Relationship between Ethnicity and Degree Attainment’ in Networks, Issue 13, pp. 98-104, available at: [accessed 14 July 2014]

Warnes M, Lilly J, Rivera Macías B, 2010, ‘Ethnicity and Degree Attainment’ in Educational Developments, Issue 11.1, March 2010, available at: [accessed 3 August 2011]

Wisker G, Morris C, Cheng M, Masika R, Warnes M, Lilly J, Trafford V and Robinson G, 2010, Doctoral Learning Journeys – final report of the NTFS funded project, available at: [9 March 2017]

Morris M, Cheng M, Wisker G, Warnes M, Lilly J, Robinson G and Trafford V, 2010, ‘Doctoral learning journeys: Facilitating learning leaps’ in From Spark to Flame: Creating and sustaining motivation and inspiration in our learning community, Brighton: University of Brighton Press/Centre for Learning and Teaching, pp. 12-19. [Online] Available at: [Accessed 18 February 2014]

Lilly J and Warnes M, 2009, ‘Designing Mobile Games for Learning: The mGBL Approach’ in Petrovich O and Brand A eds., 2009, Serious Games on the Move, Vienna: Springer, available at: [accessed 13 April 2015]

Warnes M, 2009, ‘Ethnicity and Degree Attainment: Developing a Sophisticated Measurement Tool’, in Networks, Issue 12, January 2009, pp. 32-40.