Cassia Hare is a Teaching Professor and Principal Clinical Pathologist at the University of Cambridge's Queen’s Veterinary School Hospital (QVSH). As the Director of Studies in Veterinary Medicine and a Veterinary School Clinical Supervisor at Emmanuel College, she integrates clinical practice, teaching, and research. Her expertise spans haematology , cytology , and diagnostic stewardship , focusing on optimizing diagnostic testing for clinical outcomes. MA VetMB (Cantab.) AFHEA (Advanced Higher Education Academy status) Diplomate of ACVP and ECVCP EBVS European Specialist & RCVS Recognised Specialist Research Highlights: Cassia specializes in diagnosing canine and feline lymphoma/leukaemia using flow cytometry and explores imaging flow cytometry as a novel tool. Her work also investigates haematology analyser data and infectious disease diagnosis in companion animals. She contributes to continuing professional development (CPD) for qualified veterinarians and trains interns/residents at QVSH. Scientific Awards: Diplomate of American College of Veterinary Pathologists (ACVP) Diplomate of European College of Veterinary Clinical Pathology (ECVCP) EBVS European Specialist in Veterinary Clinical Pathology RCVS Recognised Specialist in Veterinary Pathology (Clinical)
Associate Professor Louise Jenkins serves as Deputy Dean (Education) in the Faculty of Education at Monash University, where she is an expert Initial Teacher Educator and music education specialist. Her work leverages performing arts expertise to drive socially inclusive educational practices and actively engage students in their learning journeys across diverse backgrounds. Professor Jenkins' research integrates Action Research and Experiential Learning to develop innovative pedagogical frameworks, particularly through Blended Learning approaches in music education. Her scholarship spans: Music Education and inclusive teaching practices LGBTIQ+ and disability-inclusive pedagogy Historical analysis of Australian women music educators (1890-1950) Initial Teacher Education reform Technology-enhanced self-regulated music learning Her recent publications reveal strong thematic continuity across music education and inclusion, with emerging focus on digital tools for instrumental practice, queer-inclusive teacher development, and post-pandemic educational adaptation. The work demonstrates consistent application of qualitative methodologies to address systemic barriers in educational environments. Professor Jenkins' contributions have been recognized through significant honors: Award for Teaching Excellence (2017) Dean's Award for Partnership Development (2017) MPA Supervisor of the Year Award Finalist (2014, 2016) Vice-Chancellor's Award Finalist (2018) She actively supervises PhD candidates on critical topics including post-COVID music education recovery, compassionate school leadership, and mindfulness applications. Current research projects like the South East Program and Universal Design for Learning initiative demonstrate her commitment to translating theory into practical educational innovation through university-school partnerships. As a member of the Monash Assistive Technology and Society centre leadership team, she drives collaborative initiatives that bridge academic research with community impact, particularly in developing inclusive educational frameworks for diverse learners.
Caitriona Hegarty is a Principal Lecturer at The City Law School, City St George's, University of London. She currently serves as the acting Course Director for the part-time Bar Professional Training Course (BPTC) and plays a central role in teaching and administration within the program. She also contributes to the LL.M in Criminal Litigation and supervises postgraduate dissertations across multiple programs. Her research and academic interests focus on legal education and criminal litigation. Key areas include legal research methods , evidence law , and the treatment of children and vulnerable witnesses in legal proceedings. She has designed specialized training for legal professionals and tax consultants, reflecting her commitment to practical legal education. Caitriona has developed innovative modules such as Psychology and Evidence and Children and Vulnerable Witnesses for the LL.M program, demonstrating her interdisciplinary approach. While no publications are listed, her work shows a strong emphasis on pedagogy and curriculum development in legal training. She has extensive experience delivering Continuing Professional Development (CPD) to barristers and solicitors in London. Her administrative leadership as acting Course Director highlights her significant role in shaping legal education at the institution. She is affiliated with The City Law School at City St George's, University of London, where she contributes to teaching, supervision, and program development in a full-time capacity.
Simon Kitto is a Professor in the Department of Innovation in Medical Education at the University of Ottawa, where he also serves as Director of Research in the Office of Continuing Medical Education. He holds cross-appointments as Assistant Professor in the Department of Surgery at the University of Toronto and as Lecturer in the Department of Surgery at Monash University since 2003. Research Focus: Interprofessional education and collaboration in healthcare Continuing professional development (CPD) and its impact on patient safety Implementation science in medical education Sociocultural and structural influences on clinical practice and education Knowledge translation and quality improvement in healthcare His research has been widely disseminated through 93 peer-reviewed articles, book chapters, and reports. He is also an Associate Editor of the Journal of Interprofessional Care and the Journal of Continuing Education in the Health Professions . His work has gained international recognition, with invited presentations and collaborations across Europe, North America, and Australasia. Editorial and Advisory Roles: Associate Editor, Journal of Interprofessional Care Associate Editor, Journal of Continuing Education in the Health Professions Editor-in-Chief transition noted in 2017 for JCEHP Supervision and Mentorship: He currently supervises graduate students including Rima ElChamaa and has contributed to training and mentoring in the fields of medical education and health professions research.
Dr Murray Earle is a Senior Lecturer in Medical Law at the University of Edinburgh's Edinburgh Law School. He holds a BA (Hons) in Law & International Relations and Comparative Literature from the University of the Witwatersrand, an LLM in Medical Jurisprudence, Gender, Sexuality and Law, and a PhD in Medical Law from the University of Edinburgh. His roles include Director of Exams (Postgraduate, Semester 1), Programme Director for the online General LLM and Postgraduate Certificate in Law, and membership on the Senate's Academic Policy and Regulations Committee. His teaching focuses on Medical Law, with specializations in Mental Health Law, End of Life Ethics, and Law and Ethics at the Start and End of Life. He delivers courses in both on-campus and online formats, including Continuing Professional Development (CPD) programs. His career includes prior roles as a lecturer at the University of Glasgow, Senior Researcher at the Scottish Parliament Information Centre (SPICe), and contributions to postgraduate medical law courses and reference publications. Murray’s research interests intersect medical law with ethical frameworks, particularly in healthcare decision-making, gender, and bioethical dilemmas. He actively participates in academic governance, balancing teaching innovation with institutional leadership.
Laura Macgregor holds the Chair of Scots Law at the University of Edinburgh, appointed in July 2020, marking the first woman in this role's 297-year history. Before academia, she practiced as a solicitor at a major Scottish firm. She joined Edinburgh Law School in 2002 after teaching at Glasgow. Her research focuses on commercial law—including contract law, agency law, and partnership law—within a comparative European and global context, alongside legal history. She authored the seminal Agency Law in Scotland and co-edited Interpretation of Commercial Contracts in European Private Law . Education: LLB, LLM, and DipLP qualifications. Research interests include Scots law's comparative analysis, legal history, and modern legal frameworks. She contributed to the Common Core of European Private Law and edits Edinburgh Law Review . Active in legal professional development, she delivers annual CPD courses on contract law across Scotland and online. Recent scholarship includes partnership law dissolution impacts, agency law continuity, and 19th-century legal practices. Her work bridges academia and practice, fostering collaboration through the Edinburgh Centre for Commercial Law.
Alan Hindle is a Senior Lecturer at the University of Wolverhampton's School of Pharmacy & Life Sciences, with expertise in Clinical Pharmacy Practice . He has extensive experience in practice-based education and case-based learning approaches, focusing on cardiology and liver disease within pharmacy therapeutics. BSc in Pharmacy (1990) Postgraduate Diploma from Keele University (2003) PG Cert in Learning and Teaching in Higher Education PG Cert in Professional Learning in Education His research centers on enquiry-based learning and case-based learning in pharmacy education, practice-based education , assessment systems (including electronic portfolios), and medicines management for patient safety. He has pioneered non-modular, theme-based curricula and team-based learning (TBL) in MPharm programs. Alan's publications highlight themes in pediatric pharmacotherapy , interprofessional prescribing , clinical teaching , educational technology , and pharmacy education reform . He is a Fellow of the Higher Education Academy and earned a Postgraduate Diploma with Distinction from Keele University. He has held leadership roles in course accreditation , served on the University Quality Panel , and contributed to regulatory body engagements as a member of the GPhC MPharm accreditation team (2007-2016). His work bridges pharmacy education and clinical practice through innovations in teaching and assessment.
Dr Catherine Fitzgerald is a Postdoctoral Fellow at the Faculty of Nursing and Midwifery, Royal College of Surgeons in Ireland (RCSI). Her research focuses on continuing professional development (CPD), health professions education, and health services research, with a strong emphasis on nursing, midwifery, and cystic fibrosis outcomes. She collaborates with national and European academic and industry partners and is leading the implementation of the European Centre of Excellence for Research in CPD and scoping a WHO Collaborating Centre at RCSI. Education: PhD in Public Health and Epidemiology, University College Dublin, Ireland (2017) Master of Public Health (MPH), University of Alabama at Birmingham, USA (2012) Bachelor of Science in Occupational Health Nursing, Leeds Beckett University, UK (2007) Midwifery Studies, University College Dublin, Ireland General Nursing, Our Lady of Lourdes Hospital, Drogheda, Ireland (1999) Her research interests center on Health Professions Education , particularly continuing professional development for healthcare workers, interprofessional learning, and educational modalities in long-term care. She also investigates Health Services Research , including workforce staffing, policy, and outcomes, with a clinical focus on Cystic Fibrosis , especially newborn screening, caregiver burden, and economic impact. Her work aligns with the UN Sustainable Development Goal 3: Good Health and Well-being. The 15 most recent publications reflect a consistent trajectory in evaluating CPD effectiveness, teaching methods, and economic aspects in healthcare education, alongside longitudinal studies on cystic fibrosis outcomes and newborn screening awareness. Her work combines mixed-methods, systematic reviews, economic evaluations, and cohort studies, often involving multi-center and international collaborations. Scientific Awards: No awards listed in the provided text. Dr Fitzgerald has secured multiple competitive research grants, including EU-funded ECHOES, AMEE-funded CPD Train-the-Trainer, and Skillnet projects, supporting her work in CPD and health professions education. She has supervised or collaborated with numerous researchers and co-authored studies involving teams across Ireland and Europe. While no formal students are listed, her mentoring role is evident in collaborative publications and academic leadership. She is actively involved in building research infrastructure, including the European Centre of Excellence for CPD and a potential WHO Collaborating Centre, indicating leadership in shaping future research and policy in health professions education.
Dr. Paula Zwozdiak-Myers is a Reader in Education at Brunel University London, affiliated with the Department of Education within the College of Business, Arts and Social Sciences. She serves as Director of Postgraduate Researchers (PGR) and has held leadership roles in teacher education programs, including Director of the EdD programme and Course Director for Secondary Initial Teacher Education. PhD in Reflective Practice (2009, Brunel University) Her research focuses on Reflective Practice for Professional Development , Evidence-Informed Practice , and Educational Ethics . She has led large-scale studies on doctoral researchers' experiences, mentorship in ITE, and ICT integration in teacher training. Her work spans inclusive pedagogy , supervisory relationships , and health and wellbeing in educational contexts. Her recent publications include the 2024 International Journal of Inclusive Education article on primary education inclusivity and the 2023 Routledge Handbook on reflective practice. She has contributed to over 56 publications, including 15 book chapters in the Learning to Teach in the Secondary School series. Paula has supervised 9 PhD/EdD completions and currently mentors 9 doctoral researchers. She chairs the National Network for Directors of Professional Doctorates (EdD) and advises the REDS Researcher Education and Development Scholarship Advisory Board. Her grants include Brunel Graduate School funding (2022-2024) and TDA support for ICT and ITE studies.
Dr. Alicia Curtin is a Senior Lecturer in the School of Education at University College Cork, where she has been teaching since 2012. She serves as MEd Modular Deputy Programme Director and has previously led the MEd Modular Programme (2023) and Education Gaeilge (2019-2022) as Programme Director. She teaches across multiple programs including BScEd (UG), BEDSSPE (UG), PME (PG), MEd Modular (PG) and Cohort PhD (doctoral). Dr. Curtin's research explores sociocultural perspectives on education, with particular focus on learning as identity, power and agency in teaching and learning, in and out of school literacies, alternative learning settings, and children's literature as literacy pedagogy. Her work connects academic, practitioner, professional and learner worlds to develop innovative pedagogical approaches. She has published 4 books, 3 invited chapters in international education handbooks, 6 reports of international standing, and numerous peer-reviewed journal articles. Her most recent publication, Reading and Writing Pathways through Children's and Young Adult Literature (2023), has been nominated for the UKLA Academic Book of the Year Award 2023. This work explores how teachers and learners can engage with literature and authors to develop literacy in classroom practice through collaborative approaches that connect reader and writer identities. UKLA Academic Book of the Year Award 2023 nomination Literacy Association of Ireland Award Winner 2017 (for student MEd thesis) Multiple School of Education Research Support Fund awards (2015-2023) CACSSS Research Support Fund Awards (2012-2019) Participative Research and Policy Funded CPD Award (2013) Dr. Curtin has supervised 3 PhDs, 29 MEd theses (including the Literacy Association of Ireland Award Winner 2017), and 62 Professional Research Papers to completion. She currently supervises 6 PhD students and various postgraduate research projects. She serves as Deputy Chair of the School of Education Learning and Teaching Committee and participates in multiple committees and working groups within UCC. She also acts as an External Programme Reviewer at Trinity College Dublin and External PhD Examiner at The University of the Free State, South Africa. Her research projects include "Documenting Early Career Primary and Post Primary Principals' Identity Formation" (SCOTENS funded), "A Continuum of Teaching and Learning in Ireland and the EU" (EU Jean Monnet), and "Developing Literacy Pedagogies through Children's Literature with Authors" (2019-2023). She has also contributed significantly to the European Literacy Policy Network (ELINET) as Ireland's Literacy Representative.
Dr. Rosemary Ridgway is an Associate Professor in the School of Education at Durham University. She holds leadership roles in teacher education programs, including directing the PGCE International Programme based in Geneva. Her work focuses on evidence-based decision making, special educational needs (SEND), statistical literacy, and inclusive pedagogy. She pioneered the ProCivicStat project to integrate data science into citizenship education and has led policy analysis research on teacher education reforms in England. Education Background: Prior to academia, Dr. Ridgway taught in mainstream and special schools across England's North East, gaining experience across Key Stages 1–3. Her career transition included roles in programme development, policy design for Initial Teacher Training (ITT), and undergraduate/graduate education coordination. Research Themes: Her work bridges educational policy and practice, emphasizing: SEN and disability inclusion strategies Statistical literacy as civic empowerment Critical analysis of educational policies Pre-service teacher preparation for diversity Key Contributions: Developed innovative modules like EDUC1531 and EDUC2431 on disability and education Authored foundational texts in SEND pedagogy and statistics education Co-founded the Civic Statistics curriculum framework Advocates for evidence-informed educational practices Future Work: Currently expanding the PGCE International Programme into an online format and advancing data science CPD initiatives for educators globally.
Ilias Basioudis is an Associate Professor of Financial Accounting & Auditing and Senior Research Fellow at Aston Business School, part of Aston University's College of Business and Social Sciences. He chairs the Auditing Special Interest Group of the British Accounting & Finance Association and serves as Editor of the International Journal of Auditing. He has held visiting appointments at institutions like Hong Kong Polytechnic University and RMIT Australia. His research focuses on auditing, corporate governance, audit quality, earnings management, and accounting education. Education: PhD (Auditing, University of Warwick, 2000), MSc (Accounting & Finance, University of Stirling, 1996), BSc (Business Administration, University of Macedonia, Greece, 1994). Research Interests: Audit market dynamics, audit quality, corporate governance, regulatory frameworks, and accounting education. He has published over 60 research outputs, including peer-reviewed articles and textbooks like Financial Accounting: The Basics (2019) and Financial Accounting: A Practical Introduction (2010). Awards: 'Most Read Best Paper' (2007) and 'Best Paper' (2002). He has secured grants from the British Academy, ICAEW, and CIMA. Professional Activities: External examiner at University of East Anglia's Norwich Business School, member of editorial boards, and organizer of the National Auditing Conference. He has supervised multiple PhD students and teaches modules like Financial Accounting, Auditing, and Corporate Governance.
Ann Childs is an Associate Professor of Science Education at the University of Oxford and a Fellow of Lady Margaret Hall. She holds a PhD in Chemistry from the University of Birmingham and has 11 years of secondary science teaching experience in the UK and West Africa, including roles as Head of Chemistry and Head of Science. Since 1995, her work has focused on science teacher education, with expertise in classroom pedagogy, bilingual science instruction, and policy analysis. Her research spans topics like effective explanations in science classrooms, teacher education in multilingual contexts, and sustainable development in education. Her academic contributions include co-editing Classroom-Based Interventions Across Subject Areas (2018) and authoring chapters on international science pedagogy and teacher educator knowledge bases. Recent articles explore classroom interaction dynamics in EMI settings, teacher training innovations, and policy challenges in initial teacher education. Childs collaborates with institutions globally, including studies in Bhutan and Scotland, addressing teacher quality and professional development. Her advising includes doctoral student Qian Liu, focusing on secondary science education methodologies. Research trends highlight intersections between language, pedagogy, and policy, with a focus on equitable and effective teaching practices. Though no formal awards are listed, her extensive publications reflect sustained scholarly impact in science education and teacher training.
Associate Professor Julie Willems is affiliated with Monash University's Faculty of Medicine Nursing and Health Sciences, specializing in Health Sciences Education. Her roles include Associate Editor for the Journal of University Teaching and Learning Practice and Guest Editor for Frontiers in Medicine. She has held executive positions in professional associations like ODLAA and ASCILITE, contributing to policy development and cross-country collaboration. Education: PhD in E-learning, Monash University (2004–2010) MEd(Honours) in Education, University of New England (1998–2004) GDipEd, Charles Sturt University (2002–2003) BA (Double Major) in Humanities & Communication, Murdoch University (1984–1992) Certificate in Nursing (General), Westmead Hospital (1979–1982) Research Interests: Her work focuses on educational equity, technology-enhanced learning, disaster resilience, and medical education. She explores how social media and online tools impact disaster recovery, rural health, and mental health interventions. Her projects include the 'i-Survive' initiative on mobile use in emergencies and the 'National GP Supervisor Curriculum' to enhance medical training. Awards & Grants: Lionel Allen Award (2004) Cultural Safety & Supervisor CPD Grant ($285,506, 2020) i-Survive Project (auDA Foundation, 2011) RACGP Education Research Grants (2020) Advising & Grants: She mentors in academic development and disaster resilience. Notable projects include 'Transforming pre-vocational medical training' (2021) to bolster rural healthcare workforces. Labs & Teams: Collaborates with institutions like Flinders University (e-Learning Developer) and Eastern Victoria General Practice Training (Manager, Supervisor CPD).
Kay Aaronricks is a Senior Lecturer and Head of the School of Education at Anglia Ruskin University (ARU). With a background in early childhood care and education, she specializes in professional identity development for early years practitioners, particularly home-based childminders. Her work emphasizes action research and community-driven professional development. Education: Doctorate in Education (EdD), ARU PGCert in Higher Education, ARU MA Early Years Professional Practice, ARU Early Years Initial Teacher Training (EYITT), ARU BA (Hons) Combined Education Studies and Early Childhood Education, ARU Kay's research focuses on distinctive home-based pedagogies, childminder identity, and cyclical models of professional development. She advocates for childminder-led, reflective practices that adapt to evolving policies in early childhood education. Her recent publications explore contextualized professional development frameworks and home-based childcare pedagogies. Kay has presented her findings at major conferences like the European Early Childhood Research Association (EECERA) events, highlighting innovative approaches to continuous professional development (CPD). Scientific Awards: Senior Fellow of the Higher Education Academy ARU 3 Minute Thesis Winner (2018) Kay supervises research students and collaborates with early years professionals. She contributes to organizations such as the Association for Professional Development in Early Years (TACTYC) and the Collaborative Action Research Network (CARN).
