Healthy Ageing Research Group

The Age of Research

The Healthy Ageing Research Group (HARG) is a research group for the School of Health and Social Care, situated in the College of Social Science at the University of Lincoln and allied with the Lincoln Institute for Health (LIH). The centre is directed by Professor Mo Ray.

Staff within the LIH undertake research which spans the pathway from ‘bench to bedside’ and ‘cell to community’.

For more information please see below, or visit our Research blog page and Twitter

What are we doing?

We are interested in research which focuses on ageing and the life course. Areas of interest include: experiences of ageing; ‘healthy ageing’; preventative and early intervention strategies on older adult’s quality of life through improved community and statutory provisions, including integration.


Why is it important?

Population ageing and increased life expectancy creates opportunities and challenges. Research can contribute to developing strategies which maximise the benefits of an ageing society as well as considering strategies to address the challenges.


How are we different?

We encourage interdisciplinary research with academics from all schools within the College of Social Sciences, School of Sport and Exercise Science, Social Policy, Health and Social Care, Psychology, Business and Education. Additionally we work with other partners from the statutory, voluntary and independent sectors.


Our aims: 

  • To conduct research to develop our understanding of experiences of ageing and old age;

  • Examine the performance and functioning of preventative and early intervention health and social care structures, practices, procedures and delivery, with a particular emphasis on promoting quality, efficiency and equity;

  • Fully involve older citizens and other partners in the research process.

  • To build pathways to impact into all of our research.

  • To develop a sustainable research infrastructure and environment.


Academic Staff


Professor Mo Ray

Health and Social Care Integration/Director of Research, University of Lincoln

Professor Steve McKay

Distinguished Professor in Social Research, University of Lincoln

Prof Jacquelyn Allen-Collinson

Reader, School of Sport and Exercise Science, University of Lincoln

Mr Nigel Horner

Head of School of Health and Social Care, University of Lincoln

Dr Janet Walker

Deputy Head of School of Health and Social Care, University of Lincoln

Dr Jennifer Jackson

Research Fellow Lincoln Business School, University of Lincoln

Dr Primali Paranagamage Reader School of Architecture and Design, University of Lincoln
Dr Wesley Key Senior Lecturer School of Social and Political Sciences, University of Lincoln
Mrs Helen Davies Senior Lecturer School of Health and Social Care, University
Mr Thomas George Research Assistant School of Health and Social Care, University of Lincoln
Dr Claire Markham Research Fellow School of Health and Social Care, University of Lincoln


Associate Members 


Mrs Carol Cottingham

Head of Delivery Urgent Care & Long Term Conditions, NHS Lincolnshire West CCG

Mrs Janice Wiseman

Research and Innovation Manager, Lincolnshire Community Health Services (LCHS)

Mr Tony Hill

Director of Public Health, Lincolnshire Public Health

Mrs Sarah Furley

Urgent Care Programme Director, Lincolnshire Urgent Care

Mr David Stokoe 

Community Geriatrician, NHS Lincolnshire West CCG

Mr Gary James

Accountable Officer, NHS Lincolnshire East CCG

Mrs Katherine Longhorn

Project Manager Self Care Self-Care, Lincolnshire Health and Care (LHAC)

Mrs Gill Garden   Consultant in Psychological Medicine, United Lincolnshire Hospitals Trust
Mr Barry Earnshaw

Chief Executive, LINCa (consortium of third sector organisations)

Mrs Sarah Fletcher

Chief Executive, HealthWatch Lincoln

Mr Nick Chambers

Chief Executive, LACE Housing

Mr Andrew Brooks

Employment & Skills Team Leader, Greater Lincolnshire LEP

Mrs Michele Seddon

Mrs Fiona White 

Chief Executive Age UK, Lincoln

Chief Executive, Community Lincs 

Research Students


Mr Michael Toze

Doctoral studentship, Lincoln University Research Investment Fund

Ms Anna Thomson

RIF studentship

Ms Rebecca Turner

NIHR CLAHRC East Midlands studentship

Ms Jolien Vos

College Studentship


Abrahams, I., Constantinou, M., Fotou, N., & Potterton, B.  (2017).The relevance of science in a ‘black box’ technological world. School Science Review, 98 (365), 63-67.


Walshe, G., Johnston, J., & McClelland, G. (2017). Integrating mathematics into science: Design, development and evaluation of a curriculum model. In K. Hahl, K. Juuti, J. Lampiselkä, J. Lavonen & A. Uitto, (Eds.), Cognitive and affective aspects in science education research, selected papers from ESERA conference 2015, Springer, NL.


Abrahams, I. (2016). Minds-on practical work for effective science learning. In K. Taber & B. Akpan, Science Education: An International Course Companion (pp. 403-416). London: Sense.


Abrahams, I., & Reiss, M. (Eds) (2016). Enhancing learning with effective practical science 11-16. London: Bloomsbury.


Abrahams, I., Reiss, M.J., & Sharpe, R. (2016). To DAPS or to IAPS: That is the question. In I. Eilks, S. Markic & B. Ralle (Eds), Science Education Research and Practical Work (pp. 119-130). Germany: Shaker Verlag.


Fotou, N., & Abrahams, I. (2016). Students’ analogical reasoning in novel situations: Theory-like misconceptions or p-prims? Physics Education, 51 (4), 1-6.


Johnston, J., Walshe, G. and Ní Ríordáin, M. (2016). Utilising different models of integration to enhance the teaching and learning of second level science and mathematics. New Perspectives in Science Education (5th Ed). pp. 72-77. ISSN 2420-97321.


Ní Ríordáin, M., Johnston, J., & Walshe, G. (2016). Making mathematics and science integration happen: Key aspects of practice. International Journal of Mathematical Education in Science and Technology. [Online].  1-23, [Accessed 27 Oct 2015]. Available from: doi: 10.1080/0020739X.2015.1078001.


Park, J., Abrahams, I., & Song, J. (2016). Unintended knowledge learnt in primary science practical lessons. International Journal of Science Education, 38 (16), 2528-2549.


Park, J., Song, J., & Abrahams, I. (2016). Unintended learning in primary school practical science lessons from Polanyi’s perspective of intellectual passion. Science & Education, 25 (1), 3-20


Abrahams, I., Homer, M., Sharpe, R., & Zhou, M. (2015). A comparative cross-cultural study of the prevalence and nature of misconceptions in physics amongst English and Chinese undergraduate students. Research in Science & Technological Education, 33 (1), 111-130.


Callinan, C. (2015). Talking about electricity: the importance of hearing gestures as well as words, In C. P. Constantinou, N. Papadouris & A. Hadjigeorgiou (Eds.), Insights from Research in Science Teaching and Learning: Selected papers from the ESERA 2013 conference. Springer: New York. ISBN: 978-3-319-20073-6


Fotou, N., & Abrahams, I. (2015). Students' reasoning in making predictions about novel situations: The role of self generated analogies. In N. Papadouris, A.


Hadzigeorgiou & C. P. Constantionou, Book of Selective Papers from the ESERA 2013 Conference, Dordrecht: Springer.


Fotou, N., & Abrahams, I. (2015). Doing with ideas: The role of talk in effective practical work in science. School Science Review, 96 (359), 55-60.


Abrahams, I., & Reiss, M.J. (2015). The assessment of practical skills. School Science Review, 96 (357), 40-44.


Sharpe, R. (2015) Students’ attitudes to practical work by age and subject. School Science Review, 96 (357), 25-30


Abrahams, I. (2014). Teaching in laboratories. In R. Gunstone (Ed.) Encyclopedia of science education. Springer Science + Business Media Dordrecht.


Abrahams, I., Reiss, M.J., & Sharpe, R. (2014). The impact of the ‘Getting Practical: Improving Practical Work in Science’ continuing professional development programme on teachers’ ideas and practice in science practical work. Research in Science & Technological Education 32 (3), 263-280.


Callinan, C., & Sharp, J. (2014). Understanding children’s ideas from a multimodal perspective. In J. Johnston (Ed.) Emergent Science: Teaching science from birth to 8. Routledge: Oxon.


Johnston, J., Ní Ríordáin, M., & Walshe, G. (2014) An integrated approach to the teaching and learning of science and mathematics utilising technology - the teachers’ perspective', Journal on School Educational Technology, 9(4), 14-26.


Abrahams, I., Reiss, M., & Sharpe, R. (2013). The assessment of practical work in school science. Studies in Science Education, 49(2), 209-251.