Find Academic Supervisors

• Business Education
• Strategic Marketing
• Operations Management
• +12 more

Kai Ma is a Senior Lecturer and International Academic Lead at the Business School of the University of Wolverhampton, Faculty of Arts, Business, and Social Sciences. She leads the International MBA programme and serves as a TNE Link Tutor, providing academic oversight for transnational education partnerships. She also holds external roles as an External Examiner and External Academic Advisor at Cardiff Metropolitan University. Education: Bachelor of Science (BSc) in Logistics and Supply Chain Management, Zhengzhou University, China Master of Business Administration (MBA) in Business and Management with Finance, University of Sunderland, UK Postgraduate Certificate (PgCert) in Learning and Teaching in Higher Education, Harper Adams University, UK Kai Ma's research is centered on enhancing the connection between academic theory and real-world business practice. Her interests span strategic marketing, operations management, sustainability, digital transformation in education, AI in learning, inclusive pedagogy, and curriculum innovation. She investigates how business education can foster agility, innovation, and responsible leadership in students. Her work emphasizes student engagement, employability, and cross-cultural academic transitions. Her recent publications explore the integration of AI in business education, student digital capabilities, and the role of informal learning spaces in higher education. These works reflect a consistent focus on improving student outcomes, leveraging technology, and reimagining pedagogic practices for a globalized, digital era. Scientific Awards and Recognitions: Senior Fellowship of the Higher Education Academy (SFHEA) Fellowship of the Higher Education Academy (FHEA) Participant in Advance HE’s Aurora Leadership Development Programme for Women in Higher Education Kai Ma is actively involved in academic leadership and curriculum development. She contributes to quality assurance, programme design, and institutional strategy through her roles in research clusters such as the Marketing Research Hub and the Learning & Teaching Research Cluster at the University of Wolverhampton. While no direct grant information is provided, her leadership in TNE partnerships and international academic collaboration indicates significant involvement in educational development initiatives. She mentors students through project supervision and integrates real-world case studies into her teaching. She is affiliated with research communities that promote knowledge exchange and sector-wide dialogue, contributing to both institutional and broader educational advancement.

• Teacher Education
• Neurodiversity
• Leadership Development
• +9 more

Jamie Whelan serves as Senior Lecturer and PGCE Primary & Early Years Programme Manager at the University of the West of England's Faculty of Arts, Creative Industries, and Education (ACE). His work bridges teacher education, neurodiversity support, and leadership development across school and higher education contexts, with emphasis on creating equitable learning environments for marginalized student populations. Education: BSc PGCE (Postgraduate Certificate in Education) MSc Whelan's research centers on neurodiversity and disability (particularly AD(H)D), decoloniality in educational practices, and intersectionality in teacher development. He investigates metacognition, science education, and school leadership through Legitimation Code Theory, addressing critical gaps in race-inclusive pedagogy and psychological frameworks for neurodivergent learners. His work consistently challenges systemic barriers in international educational settings while advocating for policy reforms. Recent publications reveal dual research trajectories: decolonizing art education through culturally responsive projects like the African mask initiative, and developing institutional frameworks for neurodiverse student inclusion in higher education. These works demonstrate applied scholarship merging critical theory with practical interventions across Rwandan and UK contexts. Scientific Awards: No awards documented in source materials Advising and Grants: As PGCE Programme Manager, Whelan oversees primary teacher training pipelines and supports neurodiverse Initial Teacher Education students. While specific doctoral advisees or grant funding aren't detailed, his Rwanda-based professional development work indicates international capacity-building engagements. His leadership role implies responsibility for curriculum design and accreditation processes within UWE's teacher education framework.

• Clinical Psychology
• Indigenous Mental Health
• Health Psychology
• +5 more

Professor Gavin Beccaria is Head of School and Dean (Psychology and Wellbeing) at the University of Southern Queensland (USQ), where he also served as Associate Professor and Senior Lecturer. A registered clinical psychologist since 1993, he coordinates programmes, maintains a private practice, and has supervised ~500 psychologists nationwide. Education Bachelor of Applied Science (USQ, 1992) Postgraduate Diploma in Psychology (Queensland, 1992) Master of Psychology (USQ, 2003) Doctor of Psychology (USQ, 2010) Research Interests Professor Beccaria’s research integrates clinical psychology with community and organisational applications . He investigates Indigenous mental-health models , rural service delivery , evaluation of treatment programmes , and workforce wellbeing in high-stress environments such as critical care and rural hospitals. Additional foci include social problem-solving , chronic disease self-management (COPD, cancer), and psychology education . Publication Trends Across more than 40 peer-reviewed articles (2017-2025), his work clusters around three dominant themes: rural and Indigenous mental-health service design and evaluation , chronic disease (especially COPD) emergency-care pathways , and interprofessional education, wellbeing and career development . Studies employ mixed-methods, qualitative, and scoping-review designs, frequently engaging multidisciplinary teams of health professionals. Awards & Honours 2011 Early Career Teaching Award – University of Southern Queensland Supervision & Grants He currently supervises 7 doctoral and 1 master’s students across topics such as Indigenous mental-health models, rural workforce strategies, self-compassion in early-career psychologists, and the use of Emotional Freedom Techniques in student-athletes. He has been Chief or Associate Investigator on three NHMRC grants targeting assessment and treatment of Indigenous mental disorders. Laboratories, Centres & Teams Professor Beccaria is affiliated with the Institute for Resilient Regions and the Centre for Health Research at USQ. He leads the Psychology Discipline Team and chairs the Queensland Section of the APS College of Clinical Psychologists, driving strategic mental-health initiatives across rural and remote communities.

Helen MassaView profile

Associate Professor

• Medical Education
• Anatomy and Physiology
• Vaccine Development
• +5 more

Assoc Prof Helen Massa is an Associate Professor at Griffith University's School of PAM - Anatomy Physiology Biology, located on the Gold Coast Campus. Her academic career spans over two decades, with roles including Head of School (2003-2007) and current Employability Lead for the Health Group. She holds a PhD and postgraduate qualifications in Surgical Anatomy, and is a Senior Fellow of the Higher Education Academy. Dr. Massa's research focuses on medical education innovation, anatomical sciences, and infectious disease pathogenesis. Notable projects include developing online modules for biochemistry labs using constructivist theories, translanguaging pedagogies for EAL students, and vaccines targeting otitis media. Her work bridges clinical science and education, addressing challenges in student transition and career readiness. Research interests: Educational technology, microbiology of ear infections, bone healing mechanisms, and employability-focused curriculum design Supervised 9 doctoral and masters projects, including studies on bilirubin metabolism, otitis media pathogens, and stress fracture repair Recipient of prestigious awards including the Australian Award for University Teaching (2018) and multiple Griffith Excellence in Teaching citations Lead over $200k in internal and external grants, including vaccine development for Indigenous children and projects on student transition programs Her collaborative work has produced 56+ publications, with impactful contributions in journals like Journal of Educational Technology Systems , Frontiers in Cellular and Infection Microbiology , and Journal of Orthopaedic Research .

Sheila BrownView profile

Lecturer

• Midwifery
• Maternity Care
• Midwifery Education
• +7 more

Sheila Brown is a Lecturer in Healthcare Sciences (Midwifery) at Bangor University's School of Health Sciences, where she has played a pivotal role in shaping midwifery education. She served as the Lead Midwife for Education from 2016 to 2022 and led the development and validation of the university's new midwifery programme launched in 2022. With a diverse international background in nursing and midwifery across Canada, Australia, and West Africa, she brings extensive clinical and academic expertise to her role. Education: Master of Research in Health and Social Care, Manchester University (2011–2013) MSc in Midwifery, University of Wollongong (2003–2004) BSc in Midwifery, University of Wales, Bangor (2005–2007) Professional Nursing Qualification, University College of the Fraser Valley (1991–1993) Her research and teaching focus on midwifery education, student experience, breastfeeding support, community midwifery, labor and birth, and professional practice. She is particularly passionate about enhancing midwifery care through high-quality education and leadership. Her recent publications emphasize compassionate leadership, human rights in childbirth, and curriculum innovation. The trend in her recent articles reflects a strong commitment to improving midwifery education through student-centered approaches, curriculum reform, and the integration of human rights and compassion into practice. Her work spans qualitative research on women's experiences, national policy contributions, and pedagogical innovations. Scientific and Professional Contributions: Lead contributor to the All Wales Breastfeeding Five Year Action Plan Active member of the International Confederation of Midwives (Indigenous Midwifery Working Group, 2024–2026) External examiner at the University of the West of Scotland (since 2015) Regular invited speaker at national and international midwifery conferences Sheila supervises MSc students in the School of Health Sciences and is currently pursuing a PhD focused on what supports student midwives to become accountable, autonomous professionals. Her research involves a realist synthesis and educator interviews. She is also involved in interprofessional learning and quality assurance in midwifery education. Outside academia, she volunteers with Blood Bikes Wales, supporting community healthcare logistics.

Prysor WilliamsView profile

Professor

• Agriculture and Environment
• Livestock Systems
• Greenhouse Gas Emissions
• +13 more

Professor Prysor Williams is a faculty member at Bangor University, serving in the School of Environmental and Natural Sciences. He holds the academic rank of Professor in Agriculture and Environment and is actively involved in research, teaching, and policy advisory roles. His work bridges academic inquiry with practical farming, informed by his lifelong experience on an upland livestock farm. Research Interests: His research focuses on sustainable livestock systems, with emphasis on achieving Net Zero greenhouse gas emissions, managing organic resources like slurry and manure, understanding soil health, antibiotic resistance, and land use policy. He explores sustainable intensification and the provision of public goods through agriculture. His interdisciplinary work extends to the water-energy nexus, including energy efficiency in distilleries and leisure centres, and small-scale hydropower. Publication Trends: His recent articles reflect a strong focus on climate-smart agriculture, life cycle assessment, circular economy in food systems, and environmental monitoring. Key themes include carbon footprinting of livestock, nutrient management, heat recovery, and ecosystem services. His work often involves transdisciplinary collaboration and policy-relevant outcomes. Scientific Awards: 2023 External Award from the Welsh Farmers' Union for "services to agriculture" Advising and Grants: He supervises PhD and MRes students and has led multiple research projects funded by KESS, Hybu Cig Cymru, and EU Interreg programmes. Notable projects include Dŵr Uisce (water-energy nexus), Hydro-BPT (hydropower), and Land Use for Net Zero – Hub (LUNZ-Hub). He has served as Principal Investigator on numerous grants focusing on agricultural sustainability, carbon footprinting, and resource efficiency. Labs and Teams: He is a key member of the Global Farm Platform group and collaborates with the Centre for Ecology & Hydrology. His work involves close partnerships with Farming Connect, Hybu Cig Cymru, and the NFU Net Zero Scientific Advisory Panel, integrating research with industry and policy.

Paul BartholomewView profile

Professor

• Curriculum Design
• Academic Quality Enhancement
• Technology-Enhanced Learning
• +4 more

Professor Paul Bartholomew serves as Vice-Chancellor of Ulster University, leading all strategic and operational aspects of the institution. Previously a NHS Diagnostic Radiographer, he transitioned to higher education in 2001, focusing on academic quality, curriculum design, and staff development. His roles include Principal Fellow of the Higher Education Academy and National Teaching Fellow. Research interests span video-based discourse analysis, computer-supported collaborative learning, and academic professionalism. He has taught on undergraduate and postgraduate diagnostic radiography programs, as well as academic staff development courses (MEd/EdD). Professional highlights include service on national TEF Panels and contributions to policy development. Awards include Fellowship of the Academy of Social Sciences (2017), HEA Principal Fellowship (2013), and National Teaching Fellowship (2004). Leadership emphasizes enhancing student experiences, staff well-being, and societal impact through dual focus on teaching/research excellence. Offices are located at Coleraine Campus (Room H204), with contact via paul.bartholomew@ulster.ac.uk.

Ines DuževićView profile

Associate Professor

• Quality Management Systems
• Service Quality in Education
• Digital Transformation in Trade
• +2 more

Ines Dužević is an Associate Professor at the Department of Trade and International Business, Faculty of Economics and Business, University of Zagreb. She directs the Cultural Organization and Project Management Study Programme and has held roles including internal auditor and academic consultant. Her research integrates quality management, digital trade, and service innovation in higher education. Her work emphasizes quality systems (ISO 9001), digital transformation in global trade , and student engagement metrics . She co-leads EU projects like FOReSiGHT, developing tools for digital resilience in academia and entrepreneurship. Publications explore service efficiency, automation in supply chains, and pedagogical innovation. Articles consistently address digitalization impacts on economic systems, with recent studies on AI in warehousing, local agribusiness markets, and cross-border commerce. Methodologies blend empirical case studies with sector-specific surveys, advancing trade logistics and educational quality frameworks.

Rebekah WatsonView profile

Lecturer

• Work-based learning
• Inclusivity in Higher Education
• Career Development
• +7 more

Rebekah Watson is a Lecturer in Work-based Learning & Development at De Montfort University, affiliated with the Faculty of Business and Law and the School of Leadership, Management and Marketing. She is dedicated to bridging higher education and industry through work-integrated learning, apprenticeships, and professional development programmes. Education: BA Hons (1st Class) in Social and Cultural Studies MA in Youth Work and Community Development Postgraduate Certificate in Empowering Education (PGCEE) Her research and professional focus lies in work-based learning , inclusivity in higher education , and personal branding , with extensive experience across public, private, and non-profit sectors. She advocates for equity in academia through her active role in the Women’s Higher Education Network (WHEN), serving as Programme Facilitator for the Career Accelerator initiative. Professional Memberships: Chartered Management Institute (CMI) Women's Higher Education Network (WHEN) Work Based and Placement Learning Association (ASET) AdvanceHE Wonkhe Honors and Awards: Award for Outstanding Achievement on the PGCEE (DMU, 2024) Outstanding Careers Support for Students (DMU, 2021–22) Highly commended by the British Medical Association (Migraine Action, 2016) Nottingham City Innovation Award (Catch 22, 2013) Rebekah is also a Fellow of the Higher Education Academy (FHEA) and contributes to teaching across the Chartered Management Degree Apprenticeship programme. She has previously served as a Placement Tutor and managed Executive Company Projects for Global MBA students, demonstrating strong leadership in experiential learning and student support. Her consultancy work continues to empower women in higher education through career development initiatives.

• Comparative Physiology
• Respiratory Physiology
• Marine Mammal Biology
• +7 more

Andreas Fahlman is an Adjunct Professor at Linköping University, affiliated with the Department of Physics, Chemistry and Biology within the Faculty of Science and Engineering. He is actively involved in research and teaching, particularly in the field of comparative and conservation physiology of marine animals. His research interests focus on respiratory physiology , diving responses , allometric scaling , and bioenergetics in marine mammals and reptiles. His work integrates physiology, zoology, and conservation biology to understand how animals adapt to aquatic environments and how such knowledge can inform wildlife management and rehabilitation efforts. The recent publications (2024–2025) highlight a consistent research trajectory in comparative respiratory physiology across species, including bottlenose dolphins, sea turtles, and terrestrial mammals. Key themes include spirometry as a diagnostic tool, metabolic regulation during diving, and the scaling of physiological parameters with body size across phylogenetic lines. No scientific awards or honors were mentioned in the provided text. Andreas Fahlman advises students in research projects related to zoo and marine biology. For example, he supervises Ioulia, a master’s student investigating energy requirements in dolphins at Kolmården Wildlife Park and Oceanografic de Valencia. His collaborations extend to international marine research centers, supporting hands-on training and conservation-oriented science. While no formal grants are listed, his work appears to be supported through institutional and collaborative partnerships. He contributes to educational programs such as the Zoo Biology course, where students gain practical experience in animal research. This course is part of the International Master’s Programme in Applied Ethology and Animal Biology, indicating his engagement in graduate-level training and experiential learning.

Hayley HendersonView profile

Senior Lecturer

• Digital Literacy
• Online Harms
• eSafety in Education
• +7 more

Dr. Hayley Henderson is a Senior Lecturer in Human Resource Management and Deputy Head of Subject (Business) at the University of Northampton, within the Northampton Business School. She is affiliated with the Department of Human Resource Management & Organisational Behaviour and is actively involved in academic leadership, curriculum innovation, and international education partnerships. Education: PhD in Stakeholder Perspectives Towards Online Safeguarding of Children with Special Educational Needs (SEND), Bournemouth University (2022) Fellow of the Higher Education Academy (FHEA), 2012 PGCE in Teaching in Higher Education, 2011 ITIL v3 Certificate, ISEB - British Computer Society, 2008 Master in Business Computing, University of Northampton, 2002 Bachelor in Computing and Business, University of Northampton, 2001 Her research focuses on digital literacy, eSafety in education, online harms, digital wellbeing, and the role of virtual communities. She explores how digital technologies impact learning, inclusion, and employability, particularly in educational contexts and for vulnerable groups such as children with special educational needs. Her work emphasizes techno-socio engagement, stakeholder perspectives, and blended learning models. She is committed to inclusive teaching practices and has led major curriculum redesigns for the MBA and BA HRM programmes. Her recent publications show a strong trend in digital safety, digital competence, and educational technology, with interdisciplinary applications in both business and education. From safeguarding children online to enhancing digital fluency in higher education, her research bridges computing, pedagogy, and social responsibility. She has published in key conferences such as ECEL, ICERI, and IFIP, and has a forthcoming book chapter in 2025 with Palgrave Macmillan. Scientific Awards and Recognitions: Fellow of the Higher Education Academy (FHEA) ITIL v3 Certification from British Computer Society Dr. Henderson advises PhD students and is currently accepting new candidates in areas related to online harms, digital rights, and digital wellbeing. She has been instrumental in delivering UK higher education programmes internationally, including in China, Sri Lanka, Vietnam, and the UAE. She has held leadership roles such as Programme Leader for the MBA and Academic Tutor, and has contributed to staff development, quality assurance, and student experience enhancement. While no specific grants are listed, her research output and international collaborations suggest active engagement in funded or institutionally supported projects. She is actively involved in research groups and networks focused on digital education and online safety, contributing to a growing interdisciplinary fingerprint in digital literacy, employability skills, and virtual communities. Her work with organisations like Palgrave Macmillan and international academic conferences indicates strong scholarly networking and collaborative research activity.

Nicola PrestonView profile

Senior Lecturer

• Special Educational Needs
• Inclusion and Diversity in Education
• Restorative Justice
• +7 more

Nicola Preston is a Senior Lecturer in Education (SEN and Inclusion) at the University of Northampton, within the Faculty of Health, Education and Society and the Education Centre for Education and Research. She serves as Deputy Head of Education and leads the National Award in SEN Co-ordination programme. She also contributes to undergraduate and postgraduate programmes, including collaboration with Psychology on the Education Mental Health Practitioner programme. Education: PhD in Stories of Restorative Justice and School Exclusion: An Autoethnography of Relational Understanding, University of Northampton (2021) Master in Education, University of Northampton (2013) Master in Restorative Practices and Relationships, University of Chester (2012) PGCE in National Award in SEN Co-ordination, University of Northampton (2011) PGCE in Advanced Educational Practice, Oxford Brookes University (2009) BA (Hons) in Psychology, University of Reading (1985) Nicola's research and teaching focus on inclusive education, special educational needs, restorative justice, and the social and emotional aspects of learning. Her work emphasizes relational approaches to school exclusion and trauma-informed practices. She integrates psychological frameworks such as Affect Script Psychology into educational contexts to support student well-being and inclusion. Her recent publications explore the application of restorative justice in schools, highlighting its potential to reduce exclusion and improve student relationships. These works reflect a consistent focus on equity, mental health, and systemic change in education. Scientific Affiliations and Memberships: Member, British Psychological Society (since 2018) Member, European Forum for Restorative Justice Adjunct Faculty, International Institute for Restorative Practices Graduate School, Pennsylvania Former Director, Leading Learning for Special Educational Needs & Disability CiC (2022–2024) Former Member, Thames Valley Partnership Board (2015–2023) Nicola has extensive professional experience as a former police officer and primary school teacher, SEN co-ordinator, and safeguarding lead in high-deprivation areas. She brings over 25 years of practical and research experience in restorative practices to her academic role. She has organized academic events such as the Centre for Education and Research 'Summer Programme 2024' and continues to present nationally and internationally on restorative justice and inclusion. She supervises doctoral research and is actively involved in research and policy development. Her work bridges academic theory and classroom practice, aiming to transform educational systems through restorative and inclusive principles.

Georgios KarampatakisView profile

Researcher

• pharmacy practice
• primary care
• digital interventions in healthcare
• +5 more

Dr. Georgios Karampatakis is a Postdoctoral Researcher in Health Services at the Centre for Primary Care, part of the Wolfson Institute of Population Health within Queen Mary University of London's Barts & The London School of Medicine and Dentistry. He joined QMUL in March 2022 and contributes to the AD-HOC study, a multidisciplinary program funded through a NIHR Programme Grant for Applied Research that focuses on co-designing digital social interventions for people with troublesome asthma. Dr. Karampatakis completed an MSc in Clinical Pharmacy at University College London in 2016 and earned his PhD in Pharmacy Practice in late 2020. His doctoral research explored the impact of pharmacists in general practice by examining perspectives from patients, community pharmacy teams, and general practice staff. His research interests span pharmacy practice, primary care, digital interventions in healthcare, healthcare policy and regulation, healthcare workforce and education, medication safety, and qualitative research methodologies. Dr. Karampatakis has developed expertise in in-depth qualitative techniques, formal consensus methods, realistic evaluation, and systematic reviews. Analysis of his publication record reveals a consistent research trajectory focusing on digital health interventions for respiratory conditions, particularly asthma, and the integration of pharmacists within primary care settings. His work demonstrates a methodological evolution from qualitative explorations of pharmacist integration to more complex mixed-methods evaluations of digital health interventions, with increasing emphasis on implementation science and ethical considerations in digital health. Dr. Karampatakis actively supervises MSc students in their dissertation projects and contributes to teaching activities at Queen Mary University of London. His current work on the AD-HOC study involves all aspects of research from ethics applications and protocol development through data collection, analysis, and dissemination of findings. His research is primarily conducted within the Centre for Primary Care at the Wolfson Institute of Population Health, working as part of multidisciplinary teams that include clinicians, researchers, and patient representatives. This collaborative approach is evident in his publication record, which consistently features diverse authorship reflecting interdisciplinary research partnerships.

Laura HemmingsView profile

Assistant Professor

• Mental Health
• Physiotherapy
• Integration of Physical and Mental Health
• +6 more

Laura Hemmings is an Assistant Professor in Physiotherapy at the University of Birmingham's School of Sport, Exercise and Rehabilitation Sciences. She specializes in mental health and is passionate about integrating physical and mental healthcare within physiotherapy practice. Education: BSc from Coventry University (2010), MRes from the University of Birmingham (2019), currently completing PhD. Her research focuses on the integration of physical and mental health in care pathways, access to care for individuals with mental illness, and the interplay between comorbid physical and mental health conditions—particularly pain. She also investigates the role of exercise and physical activity in preventing and treating mental illness. Her recent publications reflect a strong emphasis on mental health in physiotherapy, student well-being during the pandemic, suicide prevention, and chronic conditions like fibromyalgia. Notable recent publications highlight trends in mental health advocacy, systematic reviews on fibromyalgia interventions, and qualitative studies on patient and provider experiences. Her work often involves collaborative research with experts like Andrew Soundy and others in rehabilitation sciences. Healthcare professionals' perceptions of physiotherapy in mental health Preventing suicide through physiotherapy workforce mobilization E-learning for communication skills in physiotherapy education Supporting student mental health during the pandemic Laura is actively involved in education leadership as the Education Lead for the Chartered Physiotherapists in Mental Health (CPMH) and serves as the UK representative on the International Organisation of Physiotherapy in Mental Health (IOPTMH) education committee. She teaches on physiotherapy programs and leads modules such as Integrated Studies and Complex Integrated Care in the BSc Physiotherapy programme. She continues to build on her clinical experience in adult mental health, neuropsychiatry, and secure services, having advanced through the NIHR Integrated Clinical Academic pathway to drive local clinical change through research.

Andrew SoundyView profile

Associate Professor

• Psychological responses to chronic illness
• Physical activity and severe mental illness
• Hope and adaptation in neurological disorders
• +11 more

Dr. Andrew Soundy is an Associate Professor in the Department of Physiotherapy at the School of Sport, Exercise and Rehabilitation Sciences, University of Birmingham. With a PhD in Severe Mental Illness and Physical Activity from the University of Exeter, he has been a key academic figure since 2005, contributing significantly to research and education in psychosocial aspects of rehabilitation. His educational background includes: BSc in Sport and Exercise Sciences (2002, University of Exeter) PhD in Severe Mental Illness and Physical Activity (2006, University of Exeter) PGCE in Education (2012) Dr. Soundy's research focuses on psychological responses to chronic and palliative illness, particularly in stroke and severe mental illness. He developed the Model of Emotions, Adaptation and Hope (MEAH) and promotes the use of narrative and psychological interventions in physiotherapy. His work emphasizes qualitative methodologies, including meta-ethnography and grounded theory, and he leads qualitative research design in M-level modules. His recent publications highlight themes in illness narratives, shared decision-making, patient journeys after spinal surgery, and psychosocial rehabilitation. He has received several NHS-related mentorship and facilitation awards and serves as a senior tutor and journal editor. His research is widely published, with over 179 outputs, and is taught across England and within NHS trusts. Notable scientific contributions and recognitions include: Invited member of the WHO peer review group for schizophrenia rehabilitation (2022) Facilitator and mentor for NHS graduate internship programmes (2014–2015) Senior tutor, School of Sport, Exercise and Rehabilitation Sciences Editor for international peer-reviewed journals Dr. Soundy supervises 12 PhD students and multiple master’s students, fostering the next generation of rehabilitation researchers. He also leads innovative teaching in literature reviews and research methodology. His lab and research group focus on psychosocial rehabilitation, narrative medicine, and global training of healthcare professionals in psychological skills.