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National Engagement
2021–2025 | National impact achieved through the adoption of an innovative experiential learning design: implementation expanded from 1 Higher Education Institution (2021) to 7 Higher Education Institutions (2024/25) | Participating institutions reported a 29.6% increase in student job-success outcomes following adoption
National Leadership in Applied and Experiential Learning
I led national engagement activity through the dissemination of applied and experiential learning practice at Glasgow City College. I presented and discussed institution-level approaches to experiential learning, translating pedagogic principles into models applicable across diverse further and higher education contexts. This engagement extended the University’s influence beyond its own boundaries, contributed to sector-wide dialogue on applied learning, and positioned my work as a reference point for practice-informed curriculum design. The activity reflects senior academic leadership in shaping national conversations on experiential learning and strengthening cross-institutional learning partnerships.
Extending Institutional Influence Through Sector-Level Collaboration
I engaged at national level through the dissemination and exchange of applied and experiential learning practice with colleagues at Aston Business School and Aston Law School. I contributed to high-level discussion on curriculum design, employability-focused pedagogy, and experiential models that translate theory into professional practice. This engagement strengthened cross-institutional learning, informed sector understanding of applied teaching approaches, and positioned my work within a broader national conversation on practice-led education. The activity reflects senior academic contribution to sector development and sustained influence beyond my home institution.
National and International Leadership in Applied and Experiential Learning
I provide sustained leadership in applied and experiential learning through national and international engagement with universities and colleges across the UK and beyond. I have disseminated institution-level approaches to experiential learning, contributed to senior academic dialogue on curriculum design and employability-focused pedagogy, and exchanged practice with leading professors in the field. This work has influenced sector understanding of applied learning models, strengthened cross-institutional partnerships, and positioned my academic leadership within a wider national and international discourse on practice-led education..
National Impact on Teaching Quality Recognised Through Ofsted
I delivered experiential learning activity at Holy Cross Sixth Form College and Hopwood Hall College, demonstrating high-quality, employability-focused teaching practice within further education contexts. At Holy Cross Sixth Form College, this work was referenced positively during an Ofsted inspection, contributing to recognition of teaching quality and learner engagement. Across both settings, the activity translated curriculum into authentic, assessed outputs with clear real-world relevance, offering transferable models of experiential learning aligned to national expectations of effective applied education.
National Impact on Student Transition and Applied Learning
I have led applied and experiential learning activity across further education settings to support effective transition from A-level study to university. By translating university-level expectations into authentic, scaffolded learning experiences, this work strengthened academic readiness, assessment literacy, and learner confidence. Delivered across multiple colleges, including Holy Cross Sixth Form College and Hopwood Hall College, the approach demonstrates transferable transition practice aligned with national priorities on widening participation, progression, and student success, and contributes to sector understanding of effective pre-entry and transition pedagogy.
National Civic Impact Through Experiential Learning and the British Library Network
I collaborated with the British Library network to deliver experiential learning activities that supported students and members of the wider civic community. The work connected academic learning with enterprise, entrepreneurship, and real-world problem-solving, extending impact beyond the University into public and community contexts. By operating through a national cultural and knowledge infrastructure, this activity demonstrated scalable models of experiential learning that align higher education with civic engagement, skills development, and lifelong learning. It positioned my academic leadership within a national framework for applied education and public value.
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