Thoughts and Ideas
This section is a space for me to consider issues within society and contemporary culture.
Here, I’ll introduce and further develop ideas I like to work with, explain and expand on issues that stem from previous projects, as well as consider immersive research and developing practices.
Study a PhD with Dr. Christopher R. Matthews
I specialise in conducting and supervising immersive research, but I’m keen to discuss various projects and research methods with prospective students as well.
Becoming an everyday writer
How do you become an everyday writer? Working on my writing daily is one reason I’ve had some success with my academic publications. This video lays out some ways to work towards becoming an everyday writer.
Symposium - Concussion in sport: what do we know and what’s next?
A symposium recording of the Concussion in Sport seminar with two broad aims. Firstly, to help inform people who would like to know more about the risks of concussion and what is currently being done to support athletes, coaches and medical personnel to reduce the damaging effects of brain injuries. Secondly, to consider what problems still need further understanding and to develop ideas to shape the future directions of work in the area.
Academic reading: Part three
Here I discuss some of the key ways you can tell if you’ve gone deep enough with your academic reading. The main goal here is to develop a confidence in your knowledge which I described as ‘unshakable’. This means knowing what you know and also knowing what you don’t yet know.
Academic reading: Part two
In this video I discuss the need for planning and strategy when you approach academic reading. While you might enjoy reading, academic reading is not reading for pleasure. You’re reading with a job in mind – you’re trying to get shit done.
Academic reading: Part one
In this video I discuss the type of deep or ‘proper’ reading which is necessary to develop academic thinking. I discuss how such reading is the basis for good academic writing and outline how challenging and draining it can be when done properly.
Academic writing: Part six
How much reading is enough? When’s best to start writing? Getting the practice in is important. Good writing requires practice and repetition.
Academic writing: Part five
I’ve spent many years developing my own academic writing. This series of videos aims to help students better convey their ideas in a written format.
I’ve talked about ‘meaningful coherence’ a few times in this series. In this video, I outline some practical ways you can start developing it in your own work.
Academic writing: Part four
I’ve spent many years developing my own academic writing. This series of videos aims to help students better convey their ideas in a written format.
In part four of this series, we look at how a good way of approaching academic writing is to stop thinking that it's actually about writing.
Academic writing: Part three
I’ve spent many years developing my own academic writing. This series of videos aims to help students better convey their ideas in a written format.
In this third video I discuss the notion of ‘proper’ editing, which is something I’ve taken years to develop myself – and is something I still have to work on.
Academic writing: Part two
I’ve spent many years developing my own academic writing. This series of videos aims to help students better convey their ideas in a written format.
In this second video, I discuss the way in which simplicity often follows complexity. This sort of simple but clear analysis is usually found when a piece of work has a ‘meaningful coherence’.
Academic writing: Part one
I’ve spent many years developing my own academic writing. This series of videos aims to help students better convey their ideas in a written format.
This first video involves a discussion of structure, which can be applied to loads of different forms of writing, the building blocks that create that structure and what I call ‘post-planning’.
What makes a good supervisor?
Getting a PhD is a necessary but insufficient part of becoming a good supervisor. The skills required to become an academic do not match the skills needed to lead others on their journey through developing as a researcher. These two statements are not explored enough within university settings.
In this video I outline some of the key ideas that I have used to develop as a supervisor. This has taken time, effort and personal reflection. But without this process I would not be able to provide the level of support, encouragement and direction that I think a supervisor owes to their students.
Are degrees wasted on teenagers?
In this video I start by talking through some of my own personal experiences of going to university and teaching undergraduate students for over a decade. I make the case that some young people should wait a while before going to university, and that it is often outdated myths that are important parts of what push some people to start higher education before they’re ready.
A different take on module development
I recorded this video after a week of external examining. It’s at this time of the academic year that colleagues will begin (hopefully after a break) thinking about next year's teaching. So I wanted to get a few thoughts recorded about how I encourage people to think about module development.
With most universities suggesting a move to a ‘hybrid’ between online and face-to-face teaching, now is a good time to start reconsidering some of the fundamentals of teaching and learning. This video focuses on a few of them rather than going into the specifics of moving courses online or whatnot.
Join the member area
To access videos, seminars, talks and other useful content from The Immersive Research Consultant, click the sign up button below.
Access member-only content for just £2 a month
This small fee helps me cover the running costs of the website. You’ll have access to hours of content about social science, teaching, supervision and career development along with monthly live sessions. Plus, you can suggest topics for future videos.