Educational Leadership

Educational leadership between 2021 and 2025 has provided institution-level pedagogical direction, shaping how teaching quality, learning design, and student outcomes are understood and evaluated. This has included leading pedagogically driven contributions to the most recent TEF submission, developing KEF-aligned impact case studies rooted in experiential learning, establishing teaching intelligence dashboards to evaluate learning effectiveness, and representing pedagogical performance within group financial and strategic reports. Collectively, this pedagogical leadership has strengthened curriculum coherence, employability, and civic impact through evidence-informed teaching strategy.

Strategic Academic Leadership in Teaching Innovation

At the University of Greater Manchester, I led a group of teaching-focused professors to collaboratively publish a book on blended learning. I provided academic leadership from initial concept through to publication, shaping the intellectual direction and coordinating contributions across disciplines. The project translated reflective teaching practice into an accessible, evidence-informed resource that supports curriculum design and professional development. It also developed scholarly confidence and publishing capability among colleagues, many of whom had not previously published collaboratively. This work evidences sustained academic leadership, institutional impact, and a significant contribution to teaching excellence.

Delivering Institution-Level Impact Through Teaching Leadership

I was invited by senior leadership to design and lead a university-wide Campus Plus education showcase. I brought together academic and professional staff across faculties to share and evaluate effective practice in blended learning. The event directly informed curriculum enhancement, strengthened institutional coherence in teaching approach, and elevated the visibility of pedagogic innovation across the University. This work demonstrates trusted academic leadership with tangible institutional benefit beyond individual programmes.

Chairing a Senior-Led Institutional Review of Teaching Excellence

As Chair of the TIRI Professor Group, I was asked by senior leadership to lead a university-wide analysis of teaching excellence across the institution. I coordinated professorial input across faculties, structured the evaluative framework, and synthesised evidence of effective practice and areas for enhancement. The resulting report provided a coherent institutional view of teaching quality, informed strategic decision-making, and supported a shared understanding of teaching excellence across the University. This role demonstrates trusted academic leadership, cross-institutional influence, and a sustained contribution to institutional quality enhancement.

Professorial Leadership in Institutional Teaching Enhancement

I chaired the institutional TIRI Conference as a senior academic forum for shaping the University’s approach to teaching excellence. I determined the intellectual agenda, selected and framed contributions across faculties, and led high-level dialogue on pedagogic standards and enhancement. The conference consolidated institutional priorities in teaching quality, accelerated the spread of effective practice, and directly informed ongoing curriculum and quality-enhancement activity. Through this work, I exercised professorial authority in setting direction, influencing practice at scale, and strengthening the University’s teaching-focused identity

Positioning the University on a Public Intellectual Platform

I conceived, organised, and delivered a TEDx event at Greater Manchester Business School, positioning the University as a confident contributor to public, intellectual, and societal debate. I led the strategic vision for the event, secured institutional alignment, curated speakers, and oversaw delivery to professional TEDx standards. The event elevated the external profile of the Business School, showcased academic and practitioner insight to a wide public audience, and strengthened the University’s reputation for thought leadership beyond the academy. This work demonstrates professorial leadership in public engagement, reputational enhancement, and the translation of academic ideas into influential public discourse.

Driving University-Wide Pedagogic Transformation

I led the delivery of institutional CPD for the University of Greater Manchester’s Quality Transformation Unit to support the roll-out of the Greater Manchester Way block teaching model across the University. I shaped and delivered the academic narrative underpinning the model, translating strategic intent into shared pedagogic understanding and practical curriculum design principles. This work directly supported large-scale curriculum change, ensured consistency of academic standards, and enabled staff to adopt a common teaching framework at pace. Through this activity, I played a central role in embedding a new institutional teaching model and advancing systemic transformation in learning and teaching practice.

"I am pleased to report that your book 'New Directions in Blended learning' has been uploaded to the International Federation of national Teaching Fellows a recommended resource." President and Chair IFNTF Executive Board

Dr Mohammed Sadiq