Emma Brett

Course Leader and Senior Lecturer, Public Service and Policing

Faculty:Faculty of Arts, Law & Social Sciences

Department:Department of Humanities and Social Sciences

Location: Chelmsford, Cambridge

Areas of Expertise: Public service

Courses taught: Public Service, Public Service (Top-Up), Policing and Criminal Justice

Emma's research interests lie in learning and teaching issues and gender, and she has worked on a wide range of projects looking at topics such as barriers to learning, violence and mental health. Her current research is about the role of HE in the professionalism of police.

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Emma has developed close links with the police service and organises work placements for students in a wide range of organisations, including the police and fire services and local government.

Emma is a Learning and Teaching Research Fellow and her publications and conference presentations include work on the internationalisation of the curriculum, dissonance in postgraduate students and overcoming barriers to learning.

Research interests

  • Policing and Professionalism
  • Gender and employment
  • Barriers to education and work
  • Learning and teaching


  • Prof Doctoral in Education
  • MA Learning and Teaching (HE)
  • BA (Hons) Sociology

Memberships, editorial boards

  • Fellow, Higher Education Academy
  • Member, Anglia Ruskin University Women’s Network Steering Group

Selected recent publications

Brett, E., 2014. Tracking Routes into Public Service. Networks (published by Anglia Ruskin University), 17 January 2014.

Creighton, E., Freckelton, L., Wisker, G. and Wicks, K., 2003. Internationalisation of the Curriculum and Employability. World Views, UKCOSA, 2003, 11.

Wisker, G., Robinson, G., Trafford, V., Creighton, E. and Warnes, M., 2003. Recognising and Overcoming Dissonance in Postgraduate Student Research. Studies in Higher Education, 28(1).

Wisker, G., Robinson, G., Trafford, V., Creighton, E. and Warnes, M., 2003. From supervisory dialogues to successful PhDs: strategies supporting and enabling the learning conversations of staff and students at postgraduate level. Teaching in Higher Education, 8(3), pp.383-397.