Llew Mann

Professor Llew Mann is the Pro Vice-Chancellor of Educational Innovation at Swinburne University of Technology, where he leads initiatives in education, experience, and employability. With over 20 years of experience in engineering and STEM education, he holds a BE (Mechanical and Space) Honors I, BSc (Physics), PhD, and GCEd from the University of Queensland. His leadership in academic innovation is complemented by a strong research profile in educational transformation.

• BE (Mechanical and Space) Honors I – University of Queensland
• BSc (Physics) – University of Queensland
• PhD – University of Queensland
• GCEd – University of Queensland

Llew Mann’s research centers on engineering and STEM education, innovative pedagogies, professionalism, sustainability, and the K-12 pipeline. He employs qualitative methods such as phenomenography and narrative analysis to study student and professional experiences. His work emphasizes scholarship of teaching and learning, engineering design thinking, and systemic educational reform. His recent publications reveal a strong focus on practice-based education, curriculum co-design with industry, and social impact integration in engineering programs, highlighting a trajectory toward holistic, values-driven engineering education that aligns with global sustainability goals.

His scientific recognition includes the OLT Citation for Outstanding Contributions to Student Learning (2012), awarded for leading a Community of Practice and Scholarship of Teaching program. He is a Fellow of Engineers Australia and active in professional organizations including the Australasian Association for Engineering Education (AAEE) and the American Society for Engineering Education (ASEE).

Llew supervises multiple PhD candidates in areas such as environmental health practice, engineering for social impact, and digital education. He leads the Engineering Practice Academy and is currently funded by a research contract with Camberwell Grammar School to explore innovative educational technologies. His teaching activities reflect a deep commitment to higher degree research supervision and pedagogical innovation.

He is associated with initiatives that foster collaborative learning environments, promote diversity and inclusion in engineering, and redefine professional purpose. His work bridges academia and industry, aiming to prepare future engineers for complex global challenges through authentic, experiential learning.