معرفی
Sue Hardman serves as Vice Dean for Education and holds the academic rank of Reader (Education) in Financial Accounting and Auditing at Brunel Business School, Brunel University London. A professional certified accountant with two decades of university teaching experience, she has pioneered innovative pedagogical techniques across academic and professional accounting courses. Her industry engagement includes close collaboration with the Chartered Institute of Credit Management (CICM), leading to the development of a specialized Credit Management degree program addressing industry demands.
Her research centers on accounting education, corporate governance communication, and inclusive teaching methodologies. She has investigated selective and biased speech acts in corporate disclosures and conducted action research on video-based inclusive teaching. Current projects focus on assessment co-creation, sustainable value creation in business education, and addressing the degree awarding gap for Black, Asian, and Minority Ethnic (BAME) students in business schools. Her work consistently bridges theoretical accounting concepts with practical educational applications.
Analysis of her recent publications reveals a strong emphasis on educational equity and innovation. She examines how co-created assessment improves student performance, develops student capabilities for sustainable economies, and investigates systemic disparities affecting BAME students. Her research demonstrates a commitment to transforming accounting education through evidence-based inclusive practices and industry-relevant curriculum design.
Professional memberships include the British Accounting & Finance Association (BAFA) and the Association of Chartered Certified Accountants (ACCA), where she maintains active continuing professional development. While no specific scientific awards were documented, her contributions to professional examination frameworks for CICM highlight her industry impact.
Her collaborative work within the Accounting and Auditing Research Group (AARG) and leadership in curriculum development teams, particularly for the Credit Management degree, demonstrate her commitment to academic innovation. Although student advising details were not specified, her focus on student capabilities suggests active engagement in educational mentorship.
