Martyn’s early academic career was in the earth sciences and geography, focused on seismic hazards, disaster recovery and applications of GIS to hazard management (Oxford Brookes University, Durham University, University of Southampton and Liverpool John Moores University). Since 2000, alongside geography teaching Martyn has worked supporting educational development, evaluation and research, including general teaching of research design at post-graduate level. His research in education has applied a comprehensive range of quantitative, qualitative and mixed methods: from statistical analysis of datasets and psychometric surveys, to interviewing, narrative analysis, and more recently, discourse analysis.
Martyn joined LSTM's Education and Training team in 2014 on the Teaching & Scholarship track and convenes the masters Research Methods module.
He is a Senior Fellow of Higher Education Academy and Member of the Society for Research into Higher Education. He is also a Fellow of the Royal Statistical Society, the Geological Society, Associate Fellow of the British Psychological Society and member of the Philosophy of Education Society of Great Britain and British Association of Applied Linguistics.
Weigel, R., Robinson, D.,Stewart, M. & Assinder, S. (2016) Entry characteristics and performance in a Masters module in Tropical Medicine: a 5-year analysis, Tropical Medicine & International Health, 21 (6), pp 792-798.
Stewart, M.(2015). The language of praise and criticism in a student evaluation survey, Studies in Educational Evaluation, Vol 45: 1-9.
Stewart, M., Stott, T.A. & Nuttall, A-M. (2015) Study goals and procrastination tendencies at different stages of the undergraduate degree, Studies in Higher Education, DOI: 10.1080/03075079.2015.1005590
Milsom, C., Stewart, M., Yorke, M. & Zaitseva, E. (2015) ‘Stepping up to the second year at university: academic, psychological and social dimensions’, Routledge.
Stewart, M. & Darwent, S.M. (2015) Psychological orientations to the second year, in C.Milsom, M.Stewart, M. Yorke & E. Zaitseva (eds) ‘Stepping up to the second year at university: academic, psychological and social dimensions’, Routledge.
Stewart, M. & Milsom, C.V (2015) Positive curriculum design for the second year, in C.Milsom, M.Stewart, M. Yorke & E. Zaitseva (eds) ‘Stepping up to the second year at university: academic, psychological and social dimensions’, Routledge.
Stewart, M. (2014) Making sense of a teaching programme for university academics: exploring the longer-term effects, Teaching and Teacher Education, 38, pp 89-98.
Zaitseva. E. & Stewart, M. (2014) Triangulation in institutional qualitative data analysis: clarity from viewing through multiple lenses? Higher Education Institutional Research Network, Opinion Piece, Series 2: 1-8.
Zaitseva, E., Milsom, C., & Stewart, M. (2013) Connecting the dots: using concept maps for interpreting student satisfaction, Quality in Higher Education, 19 (2), pp 225-247.
Stewart, M. (2012) Joined up thinking: evaluating the use of concept mapping to develop complex systems learning. Assessment & Evaluation in Higher Education, 37:3 pp 349-368
Stewart, M. (2012) ‘Understanding learning: theories and critique’, in L.Hunt and D. Chalmers (eds) “University teaching in focus: a learning-centred approach”, London, Routledge.
Stewart. M., Stott, T.A. & Nuttall, A-M. (2011) Student engagement patterns over the duration of Level 1 and Level 3 geography modules: influences on student attendance, performance and use of online resources. Journal of Geography in Higher Education, 35 (1), pp 47-65