Research project options

Investigating the nature of human-environmental interaction in an Iron Age Pottery site in Alderney

Host department

Department of Geography

University of Cambridge

Supervisors  

Lead supervisor: Dr Matthew Adeleye, Assistant Professor, Department of Geography, University of Cambridge

Supervisory team:

• Dr Helen Essell, Research Associate, Department of Geography, University of Cambridge
• Dr Josie Handley, Laboratory and Field Senior Technician, Department of Geography, University of Cambridge

Project summary 

This project will examine micro-botanical remains (pollen, charcoal, fungal spores and possibly phytoliths) in sediment samples collected from an archaeological excavation on Alderney to contribute to our understanding of human-environmental interaction on the island in the past. 

This will form a part of ongoing wider research that aims to understand Alderney's floristic history and the different roles of human and climate in shaping it. The findings of this research will inform ongoing biodiversity conservation and restoration efforts.

Overview of typical tasks and activities

• Process sediment samples for micro-botanical extraction
• Analyse the processed samples under microscopes for micro-botanical identification and counting
• Analyse and interpret the data collected from processed samples

Entry requirements  

Essential skills/experience:

• A first degree background in archaeology or anthropology, and especially geo-archaeology, or environmental archaeology or environmental anthropology

Full training will be given on how to process, identify and analyse micro-botanicals.

This placement is available on a full-time basis only.

Developing Insights for Culturally Sensitive Dietary Assessment in Refugee and Asylum-Seeking (RAS) Communities Living in the United Kingdom

Host Department 

MRC Epidemiology Unit at the School of Clinical Medicine and the Institute of Metabolic Sciences

University of Cambridge

Supervisors  

Lead supervisor: Dr Elizabeth Eveleigh, Research Associate, MRC Epidemiology Unit, University of Cambridge

Supervisory team: 

• Dr Denise Ndlovu, Research Fellow, Great Ormond Street Institute of Child Health, University College London
• Dr Nancy Karreman, Research Associate, MRC Epidemiology Unit, University of Cambridge

Project summary

Nutrition is a pressing issue for refugee and asylum-seeking (RAS) families living in temporary accommodation (TA) in the UK, where limited cooking facilities, restricted food options, and the types of meals provided make it difficult to maintain a healthy, culturally appropriate diet.

Although qualitative studies report the impact of poor nutrition in this population, evidence on dietary intake in UK-like contexts has not been collated, and no research has directly measured intake in RAS families living in TA. This may be because existing dietary assessment tools are often inaccessible to those with limited English or digital literacy. In addition, RAS families may lack the time and capacity to record dietary intake, along with other participation barriers. There is therefore a pressing need for culturally relevant, accessible methods to record dietary intake to support future research and policy change.

This project will contribute to a wider research programme aiming to co-develop a culturally relevant dietary assessment tool with RAS mothers in London, in partnership with a third sector organisation. Students will be involved in two strands of work:

1. Conducting a rapid review of dietary intake and accessible dietary assessment tools used for research with RAS, with attention to nutritional intake research in contexts comparable to the UK (e.g., Europe).
2. Piloting existing dietary assessment tools for cultural specificity using creative outputs "dream menus" from earlier workshops or culturally relevant online recipes.

Overview of typical tasks and activities

• Undertake training in academic literature searching and rapid scoping review methods
• Conduct a scoping review of key project literature, including dietary assessment tools and nutritional intake studies for RAS populations, and summarise findings (e.g., key features, strengths, limitations) into outputs for the research team
• Carry out pilot testing with “dream menus” or culturally relevant recipes, recording observations on clarity, cultural fit, and usability
• Consolidate scoping review and pilot findings into a structured brief and present to the department
• Reflect on skills gained and project development with the supervisor 

Entry requirements  

Essential skills/experience:

• Interest in RAS health, nutrition (or public health), or community-based research
• Ability to work independently, manage time effectively, and meet deadlines
• Good written and oral communication skills
• Competency in Microsoft Office (Word, Excel, PowerPoint) 

Desirable skills/experience:

• Basic understanding of dietary assessment methods (e.g., food diaries, 24-hour recalls, food frequency questionnaires)
• Familiarity with literature searching, academic databases, or evidence review methods
• Familiarity with reference management software (e.g., EndNote)

Exploring professional perspectives on interdisciplinary restoration projects

Host department

Department of Geography

University of Cambridge

Supervisors 

Lead supervisor: Dr Annette Green, Research Associate, Department of Geography, University of Cambridge

Supervisory team:

• Professor Chris Sandbrook, Professor and Director of the Conservation Research Institute, Department of Geography, University of Cambridge
• Alice Lawrence, PhD Student, Department of Geography, University of Cambridge

Project summary

This placement will be centred on a research project using Q methodology (Q) for exploring the perspectives of environmental researchers and practitioners who have experience of working across disciplines and professional backgrounds in ambitious collaborative restoration projects. Specifically, the research project is collecting data from people working in some capacity on landscape restoration projects in Cumbria, in northwest England.

Q is an engaging, interactive semi-quantified interview method, combining a ranking exercise with a semi-structured interview. Participants are invited to rank a set of statements on a topic of concern from ‘most like my point of view’ to ‘least like my point of view’, and they are encouraged to commentate on the ranking process as they go along. Usually, there is a post-ranking interview, where participants reflect on the process. The resulting quantitative and qualitative data are analysed to discern distinct archetypal perspectives on the topic of concern, which can be written up creatively by the researcher using direct quotations from interviews.

Research participants will be recruited from across a handful of landscape scale restoration projects in Cumbria, where the lead researcher has worked before. The participants will come from a range of disciplinary backgrounds and different professional roles, ensuring a diversity of perspectives in the sample. 

This placement will explore what these professional restoration practitioners think about collaborative restoration:  

• What does partnership mean to them?  
• Who are their most important collaborators?  
• What kind of knowledge do they value most in making decisions about the environment?
• Who do they think should ultimately make decisions about how restoration is done?

The Q project is part of Dr Green’s role as a postdoctoral research associate at the Centre for Landscape Regeneration, and as such is a small part of a much larger research project.

Overview of typical tasks and activities

• Review literature and conduct desk research on issues relating to partnership and cross-disciplinary collaboration
• Conduct quantitative by-respondent analysis of Q-sorts (the ranked statements)
• Conduct qualitative interview data analysis (e.g. transcribing, reading transcripts, highlighting themes, etc.)
• Suggest ideas for themes in data interpretation
• Present main findings from research project e.g. in poster format

Entry requirements  

Essential skills/experience: 

• A background in qualitative and/or quantitative social science research
• An interest in the subject matter, a bit of an imagination, and a desire to learn about a relatively novel research method 

 Desirable skills/experience: 

• An interest in environmental topics (e.g. conservation, restoration, environmental governance, environmental politics, etc.) is strongly preferred 

Prior experience of using Q methodology is not necessary, as Dr Green will give full training to participants. Note that advanced statistical knowledge is not necessary to work on and support a Q study. 

Amplifying Black Professors' Voices: Counter-storytelling and Podcasting as Tools for Research and Public Engagement

Host department

Faculty of Education

University of Cambridge

Supervisors

Lead supervisor: Dr Grace Idahosa, Assistant Professor, Faculty of Education, University of Cambridge

Supervisory team:

• Dr Binda Niati, Assistant Professor, Faculty of Education, University of Cambridge
• Dr Dami Folayan, Research Associate, Faculty of Education, University of Cambridge
• Eireann Attridge, PhD Student, Faculty of Education, University of Cambridge

Project summary

This placement will build upon a larger ongoing study that explores the experiences of Black professors in UK higher education, where significant underrepresentation and systemic barriers persist. Despite institutional commitments to equity, diversity and inclusion, Black faculty remain a small fraction of the professoriate, often navigating racialised environments and structural exclusion.

Drawing on counter-storytelling traditions and critical race methodologies, this research highlights how Black professors narrate their professional journeys, challenge stereotypes, and create space for new forms of belonging and recognition.

Distinctively, the project combines academic research with public engagement through podcasting. By transforming interview data into publicly accessible digital podcast content, it seeks not only to contribute to scholarly debates but also to inspire Black communities and early career academics.

SHARE participants will be directly involved in both research and public dissemination, offering them the chance to contribute to an ongoing project that bridges critical race inquiry with social impact. 

Overview of typical tasks and activities:

• Read and synthesise literature on Black professors and their marginalisation in higher education
• Assist in preparing interviews and editing transcripts
• Undertake coding and thematic analysis of qualitative interview data using NVivo
• Learn the basics of editing and podcast preparation
• Shape outputs for public dissemination through podcasting and website development
• Prepare a short presentation for the SHARE showcase, reflecting on research findings and skills gained 

Entry requirements

Essential skills/experience:

• Currently undertaking a degree in the social sciences, humanities, or a related discipline
• An interest in social justice, race and/or education
• A willingness to learn digital tools (NVivo, audio editing)
• Good written communication skills

Prior experience in qualitative research and podcasting is not required, as full training will be provided.