Michèle is driven by her belief in the importance of access and inclusion at all levels of education and the life chances that education creates.
Key Responsibilities at NCI
- Assistant Professor of Organisational Behaviour
- Course Director for the Higher Certificate in Business
- Module Lecturer – Organisational Behaviour, Personality and Intelligence, Workplace Psychology, Educational Psychology
- Dissertation Supervisor at Undergraduate and Postgraduate Levels
- DEd Candidate School of Education Trinity College Dublin (Current)
- MA in Social and Organisational Psychology University College Dublin
- BA (Hons) in Psychology University College Dublin
- National Teaching and Learning Forum Digital Badge in UDL.
- 1999 - Present: Lecturer, School of Business, National College of Ireland
- 1996-1999: Lecturer, School of Business, Griffith College Dublin
- 1995-1996: Abstract Writer, H.W. Wilson Publishers
- 1991-1995: Lecturer, College of Marketing and Design (now TUD)
- 1992-1993: Psychology Tutor, University College Dublin
Doctorate in Education (DEd) School of Education Trinity College Dublin (Current)
Title of Thesis - Emotional intelligence and inclusion unite the heart and mind in the classroom
An exploratory study into the relationship between the meaning and practice of emotional intelligence and inclusion among Irish primary school teachers
- Flores, M., Kehoe, M. & Thompson, C. (2022), ‘Assessment Choice and Student Voice with UDL’. The AHEAD Journal, 14. ISSN 2009-8286.
- Cardiff, L. & Kehoe, M. (2020), 'Covid-19 'Targets' the National Access Plan'. All Ireland Journal of Higher Education (AISHE-J), 12 (3).
- Cardiff, L. & Kehoe, M. (2021), 'Covid-19 'Targets' the National Access Plan'. National Forum for the Enhancement of Teaching and Learning. Presented as part of the Valuing Ireland’s Teaching and Learning (VIT&L) week poster showcase (08-12 November 2021).
- Submission made to the National Access Plan Public Consultation paper April 2021 for the development of the National Plan for Equity of Access to Higher Education (2022 – 2026) publication.