2012-RG1	Bramhall, P., Creese, S., Lund, D., Hughes, K., Kaye, J., Whitley, E. A., and Wiseman, S. (2012). EnCoRe (Ensuring Consent and Revocation),	A £3.5 million EPSRC/ESRC/TSB funded project. LSE grant £493,155	The EnCoRe project was formed at the Ensuring Privacy and Consent sandpit which brought together a diverse group of academic and industry participants to develop innovative research projects. The total funding available at the sandpit was £10 million. The EnCoRe project partners were Hewlett Packard Laboratories, HW Communications Ltd, LSE, QinetiQ, the Computer Science Department and the Centre for Health, Law and Emerging Technologies (HeLEX), University of Oxford. EnCoRe’s work started with what might be termed “natural consumer behaviour” and the recognition that despite the legal and ethical requirements underlying consent, it was unreasonable to expect that all forms of consent would really be informed and freely given, instead consent is often given without individuals reading the terms and conditions of the proposed service or reflecting on the implications of their choice. As a result, EnCoRe came to consider consent as a dynamic (and changeable), rather than static, process. To achieve this, the project sought to develop scalable, cost effective and robust consent and revocation methods for controlling the usage, storage, location and dissemination of personal data that would offer effective, consent-based control over that data and would help restore individual confidence in participating in the digital economy. In particular, by recognizing that the initially given consent might not have been fully informed or that the consent process might have been engineered to encourage the giving of consent, EnCoRe sought to develop mechanisms that would allow individuals to change their consent preferences over time rather than requiring them to be stuck with the initial consent choices made. Technological measures such as cryptographic ‘sticky policies’ helped ensure that these consent preferences remained associated with the data they referred to. EnCoRe anticipated the changes to the role of consent as a basis for processing personal data that emerged under GDPR and provides a citizen-centred approach to the control and sharing of personal data that has applications in areas as diverse as biobanking, digital identity and financial services. The project ran from June 2008 to April 2012. Resulting publications: 2009-J3; 2010-CO1; 2011-J1; 2012-J1; 2013-BS2; 2014-J3; 2015-J1; 2015-J2; 2015-J3; 2016-J4; 2022-REF1
2018-RG1	Whitley, E. A., and Pujadas, R. (2018). Research for Financial Services Consumer Panel on consumer attitudes to the privacy of their financial data,	£39,321.60	FSCP, a body of the Financial Conduct Authority, sponsored this research into consumer attitudes to privacy of financial data in advance of the launch of open data. The project ran between September 2017 and January 2018. Resulting publication: 2018-R2; 2022-REF1
2011-RG3	Laurillard, D., Masterman, E., Manton, M., Magoulas, G., Boyle, T., Whittlestone, K., Ryan, S., Pujadas, R., and Whitley, E. A. (2011). Learning Design Support Environment,	£47,334 (FEC)	This project focuses on discovering how to use digital technologies to support teachers in designing effective technology-enhanced learning (TEL). The project is based on four key assumptions: Teachers will be required to use progressively more TEL; the teaching community should be at the forefront of TEL innovation, and not cede responsibility to other professionals; the development of new knowledge, in this case about professional practice, should be carried out in the spirit of reflective collaborative design; and the same technologies that are changing the way students learn can also support teachers’ own learning in new ways. Computer-supported collaborative learning has long been established as an important form of TEL for students; we believe it is equally applicable to teachers’ professional development. I held a linked PhD studentship associated with the £1.5 million project. (RES-139-25-0406). The project ran from 2008 to 2011. Resulting publication: 2013-J4
2021-RG1	Delves, M., Dhawan, R., Gioli, M., and Whitley, E. A. (2021). Phenotype Image Data and Digital Learning Innovation (PhIDDLI),	£2,000 knowledge exchange seed funding (May 2019) and £30,000 main funding (September 2019) to support the development of an alpha version of the software.	This project arose from a multidisciplinary research sandpit organised by the Bloomsbury Set around the use of artificial intelligence techniques to address anti-microbial resistance. The project brought together academics from LSE, SOAS and the London School of Hygiene and Tropical Medicine to support the work of a malaria researcher. Inspired by the experiences of the industry partner (Dhawan) the project uses existing open–source artificial intelligence software to analyse microscopic imaging of cells related to malaria, with data science expertise ensuring that the analysis is optimised for the problem space. In particular, the project is looking to identify the “phenotype” (i.e. the particular shape, texture, appearance) of drug–treated malaria parasites called gametocytes. These cells are responsible for transmitting the disease from the infected human to the mosquito and thus propagating malaria and allowing the spread of drug resistance genes. Research has identified many molecules that might prevent malaria transmission, the challenge is to prioritise the most promising for onward translational development. Microscopic imaging of cells affected by a variety of treatments/conditions/diseases generates feature–rich complex data that is laborious and time consuming to interpret manually. Automation of this process is recognised to be extremely attractive and whilst tools to develop workflows to analyse microscope images exist, all require significant technical expertise usually outside of the experience of most researchers, and few offer an “end–to–end” experience focused on the needs of the researcher. This project ran from 2018 to 2021 Resulting publication 2023-J3
2006-RG1	Dini, P., and Whitley, E. A. (2006). Digital Business Ecosystem,	Total funding €14 million, LSE funding £39,612	Digital Business Ecosystem is an EC 6th Framework programme for research and development in Information society Technologies. It is an EU Integrated Project presented under the first call of the EU Framework VI Programme and has a total value of approximately €15 million (€10.5 million funded). The project’s aim was to achieve greater information and technology adoption on the part of small and medium sized enterprises (SMEs) in Europe to foster local economic development. The DBE project was intended to provide an open–source distributed environment that can support the spontaneous evolution and composition of software services, components and applications. The project aimed to provide SMEs with a new cost–effective technology paradigm for achieving business results through the innovative use of ICTs. My role was to look into the organisational issues faced by SMEs in adopting this new technological platform. The project ran between 2004 and 2006. Resulting publications: 2006-CO1; 2006-J1; 2007-J1; 2008-J2; 2009-BS2
2008-RG1	Introna, L. D., Hayes, N., and Whitley, E. A. (2008). Plagiarism, Computers and Values: Preventing Plagiarism Among International Business and Management Postgraduate Students,	£27,7516 + £21,500 in transfer funding	This was the first such HEFCE funded project awarded to the School. Plagiarism is being increasingly seen as a problem at UK universities, especially for overseas students whose educational values and experiences may differ from the expectations of UK universities. Some of these are genuine cases of student “cheating” but in many cases they arise because of differing expectations between staff and students of what is required from student academic work. This project explores these different expectations and what can be done to address them, drawing on the experiences of international Business and Management Students in the first instance. The project ran between 2004 and 2008. Resulting publications: 2005-CO1; 2006-CO2
2011-RG2	O’Hara, K., and Whitley, E. A. (2011). Ministry of Justice Transparency and privacy research challenge,	Unfunded	This study sought to examine the limitations of existing statistical disclosure control by making MoJ data available to researchers would seek to reidentify citizens in the data set. Resulting publication: 2011-R1
2010-RG2	Dini, P., and Whitley, E. A. (2010). OPAALS (Open Philosophies for Associative Autopoietic Digital Ecosystems),	Total funding €9,100.000	This project was a FP6 EU Network of Excellence that built on the Digital Business Ecosystem study. The project ran from 2006 to 2010. Resulting publications: 2006-CO1; 2006-J1; 2007-J1; 2008-J2; 2009-BS2
2009-RG1	Paschoud, J., and Whitley, E. A. (2009). FLAME (Federated Local Access management Environment),	£262,294	This was a JISC funded technical project. I was responsible for managing a study of social attitudes to privacy. The project ran between 2007 and 2009.
2011-RG1	Paschoud, J., McLeish, S., and Whitley, E. A. (2011). Extending Access Management to Business and Community Engagement in universities and colleges,	£62,230	This was a JISC funded technical project to examine how access management systems could operate beyond traditional organisational boundaries. The project ran from 2010 to 2011
2010-RG1	Murray, A., Angell, I. O., and Whitley, E. A. (2010). COMMUNIA: Thematic Network on the Public Domain in the Digital Age,	Total funding €1, LSE funding €14,100	The COMMUNIA Thematic Network has been working for over three years at becoming a European point of reference for theoretical analysis and strategic policy discussion of existing and emerging issues concerning the public domain in the digital environment - as well as related topics, including, but not limited to, alternative forms of licensing for creative material; open access to scientific publications and research results; management of works whose authors are unknown (i.e. orphan works). The project ran between 2007 and 2010.
2017-RG1	Whitley, E. A. (2017). LTI Igniting online feedback,	£9,364	This LTI project examined the requirements for the development on a coursework plug-in for Moodle to support the School’s needs for moderated feedback and double–blind marking provision. It involved a requirements gathering study of current practices around the administration of marking and feedback across the School with 17 interviews with Professional Services Staff (PSS) from 9 academic departments to explore the complexities with the current processes for marking and feedback and the limitations of the School’s current systems (including the current Moodle build).
2016-RG1	Whitley, E. A. (2016). LTI Spark! Grant: Using Mahara for blogging, peer review and feedback,	£xx	The aim of the Mahara research project was to investigate and report on the students’ use of the Mahara blogging platform as part of the MG492 course. Students participating in this course were using Mahara to deliver a blog post worth 20% of their final grade on a topic on which they were planning to write the full essay, worth 70% of the grade. As part of the remaining 10% of the grade, students’ participation was measured and this included providing one comment on another student’s blog post on Mahara as well as from class and discussion forum participation. This report presents an overview of the methodology and findings around the usefulness of Mahara as a peer review and faculty feedback platform.
2020-RG1	Rossi, M., Lindman, J., Whitley, E. A., and Masiero, S. (2020). NFF supported Virtual Doctoral Research Seminar on use, design, data and privacy issues of Covid-19 contact tracing apps,	£xxx	I was part of the successful bid for this Virtual Doctoral Research Seminar funded by the Nordic Academy of Management. The Seminar Series ran in Autumn 2020
2024-RG1	Whitley, E. A. (2024). The economic impact of identity exclusion,	£21,500