Sally's research focuses on both higher education and health and social care practice. Sally's teaching focuses on applied research for public service development.
Qualifying as an Occupational Therapist in 1994, Sally worked in both clinical and managerial positions in a range of adult mental health settings. Since joining the academic community in 2003, she has participated in the curriculum development and delivery of pre-registration and continuing professional development courses. Following her MA in Higher Education, Sally achieved her Doctorate (EdD), using Interpretative Phenomenological Analysis (IPA) to explore the experiences of distance learners. Sally presents at conferences, reviews and writes chapters in text books, and publishes articles about reflexivity, phenomenology and self-connected learning.
Sally's research work focuses on both higher education and health and social care practice. She is interested in the experience of learning and how learning benefits individuals and public services.
Sally is an experienced teacher in higher education and works on a range of modules with pre and post-registration learners. She leads the Professional Doctorate Health and Social Care. The focus of her teaching is applied research for public service development and she also supervises doctoral students.
Sally is an external examiner and teaching reviewer, and works with faculty colleagues and other universities to develop and monitor teaching, learning and educational assessment in health and social care courses.
Engward, H. Goldspink, S. Kersey, T. Iancu, M. and Wood, A., 2022. Togetherness in Separation: Ethical Considerations for Remote Qualitative Interviews. International Journal of Qualitative Methods, 21, pp1-9. doi:10.1177/16094069211073212
Barrett-Rodger L, Goldspink S, Engward H., 2022. Being in the wood: Using a presuppositional interview in hermeneutic phenomenological research. Qualitative Research. 0(0) pp. 1–16 doi:10.1177/14687941211061055
Engward, H. & Goldspink, S., 2020. Working with Me: Revisiting the Tutorial as Academic Care. Frontiers in Education, 5 (105), pp. 1-7. frontiersin.org/articles/10.3389/feduc.2020.00105/full
Engward, H. & Goldspink, S., 2020. Lodgers in the House: Living with the Data in Interpretive Phenomenological Analysis Research, Reflective Practice, 21 (1), pp. 41-53. doi.org/10.1080/14623943.2019.1708305
Goldspink, S. & Engward, H., 2020. Curiosity and Self-connected Learning: Re-centering the ‘I’ in Technology Assisted Learning. In Driver, A. (Ed). Employability via Higher Education: Sustainability as Scholarship, pp.305 – 319, London: Springer
Goldspink, S. & Engward, H., 2019. Booming Clangs and Whispering Ghosts; Attending to the Reflexive Echoes in IPA Research. Journal of Qualitative Research in Psychology, 16(2), pp.291-304.doi.org/10.1080/14780887.2018.1543111
Goldspink, S & Engward, H., 2018. Shedding Light on Transformational Online Learning Using Five Practice Based Tenets: Illuminating the Significance of the Self. The Asia Pacific Journal of Contemporary Education and Communication Technology, 5 (2)