Dr. Juliet Drummond is a Senior Lecturer in Adult Nursing at the University of Wolverhampton , affiliated with the Faculty of Education, Health & Wellbeing . She joined the university in 2012 and has contributed to pre-registration nursing education and CPD programs, including V300 Non-Medical Prescribing, across multiple campuses. Areas of Expertise: Pre-Registration Adult Nursing, Patient Safety and Governance, Visual Ethnography, Compassionate Care, Health Promotion, Emergency Medicine, and Medical Education. Her research focuses on visual methodologies to explore compassionate care in nurse education. Key publications include Viva Le Lockdown (2021), examining pandemic impacts on healthcare, and A visual ethnographic study on nurse lecturers (2021), analyzing compassionate care pedagogy. Her work bridges academic nursing education and clinical practice. Dr. Drummond is a member of the Nursing Midwifery Council (NMC) and has extensive NHS experience in diabetes care, haematology, emergency medicine, and public health promotion. She actively contributes to university-wide initiatives in education quality and practice-based learning.
Ceryl Davies is a Senior Research Fellow at the School of Health Sciences, Bangor University, with a distinguished interdisciplinary background in social work, law, education, and social policy. She holds a PhD in Social Policy and is a qualified social worker with extensive frontline and leadership experience in children’s and adult services. She has previously served as a Lecturer in Education and in Health Sciences at Bangor University and has taught at the University of Lincoln and Chester University. She is currently a Principal Investigator on multiple research projects and is accepting PhD students. Education: PhD in Social Policy MA in Law (Healthcare Ethics & Law) Postgraduate Diploma in Community and Criminal Justice DipSW (Diploma in Social Work) HEA Associate Fellow Her research centers on social norms and their influence on social problems, particularly in the areas of young people’s intimate relationships , domestic abuse , gender and sexuality , dementia care , and well-being among adults with learning disabilities . She employs co-productive and rights-based methodologies, ensuring that service users and communities are active participants in research design and implementation. Her work consistently addresses health inequities and systemic barriers, with a strong focus on policy and practice impact. Her recent publications and projects reflect a growing body of work on care leavers’ engagement with multi-agency services , dementia support roles , and mindfulness-based interventions for vulnerable populations. A major focus of her current research is the HCRW and NIHR Advanced Fellowship project on enhancing cervical screening care for women who have experienced sexual violence and abuse, a five-year international study involving partners in Wales, England, Sweden, and Australia. Scientific Awards: HCRW and NIHR Advanced Fellowship (2024) HCRW Emerging Research Leader Award (2025) University of Lincoln PhD Scholarship (2014) Ceryl has secured competitive funding from Health and Care Research Wales, North Wales Together, and other regional and national bodies. She has led evaluations of statutory services, developed national training toolkits, and contributed to policy through her role on the Welsh Government Disability Task Force. She actively supervises research students and has delivered CPD courses across the health and social care sectors. Her collaborative network includes academic, clinical, and community partners across the UK and internationally. She is a member of the North Wales Gender-Based Violence Network (Co-Chair) and has presented her research at national and international conferences, including the European Social Work Conference and the ESA Annual Meeting. Her work contributes to several UN Sustainable Development Goals, particularly those related to good health, reduced inequalities, and quality education.
Dr. Chris Rolph is an Associate Professor of Education Policy and Practice and Director of the Nottingham Institute of Education (NIE) at Nottingham Trent University (NTU), part of the School of Social Sciences. He transitioned from astrophysics research into secondary education, serving as a teacher, Advanced Skills Teacher, and headteacher across three schools. His current role at NIE focuses on teacher training and education research, emphasizing collaboration and research-informed practice. Rolph advises doctoral students, including Atkinson and Blaszko, and collaborates internationally with institutions like Strathmore University and RMIT University. Research interests include education policy, school leadership, curriculum design, and gender equity. Notable work includes Understanding Education Policy (2023) and the Supervising Doctoral Candidates edited volume (2024). Recent articles address issues like neoliberal education metrics, school funding crises, and post-pandemic recovery. Collaborations span global projects on teacher CPD and education-to-employment transitions. Rolph’s work aligns with UN SDGs 4 (Quality Education), 5 (Gender Equality), and 8 (Decent Work). He leads NIE’s international partnerships and has conducted funded research for UK education bodies like the TDA and NCSL. His Grit Evaluation report (2024) demonstrated social work training’s impact on team dynamics. Rolph advocates for equitable policy reforms through outlets like BERA Research Intelligence and The Conversation . Professional highlights include supervising over 20 doctoral candidates and contributing to policy debates on school funding, grade deflation, and austerity impacts. His research bridges theory and practice, emphasizing systemic accountability and equitable resource allocation in education systems.
Michael McFadden is a Lecturer in Human Resource Management at Coventry University's College of Business and Law. He serves as Programme Director for the MA in Managing and Leading People, a program delivered to West Midlands Police sergeants/inspectors and middle managers, now in its fifth year with over 150 delegates. His expertise spans organizational design, change management, and leadership development. He has authored chapters in CIPD publications including: 'Organisational Design' (2013) in Developing People and Organisations 'Evaluation of Learning and Development' (2014) in Designing, Delivering and Evaluation Learning & Development Research interests focus on dual processing theory in organizational decision-making, reflective learning mechanisms, and systems/complexity theory applications in change management. Conference presentations include 'Single and Double Loop Learning' (Athens, 2015) and 'Dual Processing as an explanation for Single and Double Loop Learning' (UFHRD, 2016). Teaching portfolio includes modules on: Organisation Design and Development Leading Organisational Change Contemporary Issues in HR Service Delivery He holds qualifications in Politics and Philosophy (BA Hons, 1990), Labour Studies (MA, 1993), and Management (PG Cert, Coventry University, 2006). Currently coordinates continuous professional development (CPD) programs including a leadership initiative for Highways England.
Marilena Ioannou is a Senior Lecturer in Biomedical Science at De Montfort University, within the Faculty of Health and Life Sciences and the School of Allied Health Sciences. She is based at The Gateway, Leicester, LE1 9BH, and can be contacted at mioannou@dmu.ac.uk. Her research interests include: Medical Microbiology Antibiotic Resistance Open Educational Resources (OER) Quality Management Continuing Professional Development (CPD) and Professional Practice Her work bridges clinical microbiology and educational innovation, particularly through the development and dissemination of open educational resources in diagnostic microbiology. She has contributed to national initiatives such as the JISC Open Educational Resources project and has presented at international conferences including the 2012 MEDEV Conference in London. She holds several professional memberships and certifications: Chartered Scientist (Science Council) Fellow of the Institute of Biomedical Science (IBMS) Fellow of the Higher Education Academy (HEA) HCPC registered Biomedical Scientist HCPC Registration Assessor IBMS Registration Portfolio Verifier She has served on the Medical Microbiology Scientific Advisory Panel (2005–2007) and is a member of FREEDUK since 2010, as well as professional societies including the British Society for Antimicrobial Chemotherapy and the British Society of Parasitology. Her teaching covers Medical Microbiology, Food Microbiology, Quality Management, Medical Toxicology, and Clinical Investigations.
Ben Ellis is a Lecturer in Physiotherapy and Head of Education at the School of Sport, Exercise and Rehabilitation Sciences, University of Birmingham. He holds an MSc and BSc in Physiotherapy from the University of Nottingham and a PGcert in Teaching in Higher Education from Oxford Brookes University. With over 10 years of clinical experience in the NHS, he brings a strong practical foundation to his academic role. BSc Physiotherapy (Hons), University of Nottingham MSc Physiotherapy (Neurorehabilitation), University of Nottingham PGcert Teaching in Higher Education, Oxford Brookes University Ben's research and teaching focus on enhancing physiotherapy education through innovative pedagogical approaches. His key interests include clinical reasoning, simulation, digital and collaborative learning, and the internationalization of the curriculum. He emphasizes active learning to develop evidence-based, critical-thinking physiotherapists. His recent publications and conference presentations reflect a strong trend in healthcare education innovation, particularly in digital learning, simulation, and curriculum design. His work explores how collaborative and transnational projects can enhance student learning and professional preparedness across global contexts. Ben is recognized for his contributions to education through his status as a Fellow of the Higher Education Academy. He is also a member of the editorial board of OpenPhysio , an open-access journal in physiotherapy education. He has led significant educational initiatives, including the Universitas21-funded global health challenges digital module and co-founding In Beta , an international collaborative physiotherapy education project. He regularly organizes and facilitates conferences, online discussions, and podcasts on physiotherapy education. His professional affiliations include the Health and Care Professions Council (HCPC) and the Chartered Society of Physiotherapy (CSP), underscoring his commitment to professional standards and lifelong learning. Ben is actively involved in curriculum development, serving as module lead for Functional Anatomy and Movement and Evidence-Based Neurological Rehabilitation. He also contributes to the Widening Perspectives in Practice and Complex Integrated Care modules, demonstrating his dedication to holistic, interdisciplinary education.
Veena Rodrigues is Professor of Public Health and Medical Education and Emeritus Professor at Norwich Medical School, University of East Anglia (UEA), where she currently serves as Deputy Dean. She previously held leadership roles including Head of the Department of Medical Education and Course Director for the Master of Clinical Education (MClinEd) programme. Her academic career spans institutions in India, the UK, and international collaborations, with a strong focus on bridging academic and service public health. Academic Background: Doctor of Medicine, Goa University, India (1992) Bachelor of Medicine and Bachelor of Surgery, University of Mumbai, India (1988) Master of Philosophy (Epidemiology), University of Cambridge, UK (1996) Master of Clinical Education, University of East Anglia, UK (2011) Fellow of the Academy of Medical Educators (2014) Senior Fellow of the Higher Education Academy (2015) Her research and teaching interests center on medical education and public health , with specific expertise in educator development, clinical supervision, MOOCs, technology-enhanced learning, and public health curriculum integration in undergraduate medical training. She has led national initiatives such as the Public Health Educators in Medical Schools (PHEMs) network and contributed to policy development in public health training. The analysis of her recent publications reveals a consistent focus on innovative educational methodologies , particularly in faculty development, feedback practices, online learning, and interprofessional education. Her work emphasizes practical, scalable solutions for improving clinical teaching and lifelong learning among healthcare professionals, with increasing attention to digital platforms and global collaboration. Scientific Awards: Dharam Hinduja Cambridge Scholarship (1994) Overseas Development Administration Shared Scholarship (1994) Parents-Teachers Association Gold Medal (1978) Phase Lead, Public Health in Foundation Training Programme (2008) Faculty of Medicine & Health Sciences Enterprise from Teaching Award (2017) Professor Rodrigues has extensive experience in advising and educational leadership , having served as personal adviser to MBBS and MSc students, Chair of the Year 3 MBBS Board of Examiners (2008–2014), and supervisor for public health trainees. She has led multiple educational grants and initiatives, including Department of Health-funded projects and online faculty development programs. She also held external examiner roles at Imperial College London and the University of Sheffield, and served as Regional Adviser to the Faculty of Public Health. She chairs the national network of Public Health Educators in Medical Schools (PHEMs) and has been instrumental in developing tutor support systems, peer observation frameworks, and digital learning tools. Her work continues to influence medical education policy and practice across the UK and internationally.
Dr. Nashwa Ismail is a Research Fellow at the Centre for Higher Education Research and Scholarship (CHERS) within Imperial College London's Central Faculty. She is also an Honorary Fellow at Durham University's School of Education and a Lecturer in Educational Technologies at the University of Liverpool. PhD in Digital Education, University of Southampton (2016) MSc in Digital Education, University of Southampton (2011) Her research focuses on Generative AI applications for teaching and learning, Technology-Enhanced Learning (TEL), and Games-Based Learning (GBL). She specializes in qualitative methodologies, including Thematic and Phenomenological analysis using NVivo and Atlas.ti, and has led international workshops in the Global South on AI integration in academia. Fellow of Advance HE (FHEA) Microsoft Certified Trainer (MCT) Microsoft Certified Educator (MCE) with specialization in Network and Database Dr. Ismail’s work spans global collaborations in education technology, with expertise in faculty development and international CPD programs.
Kathryn Roach is a Teaching Associate at Southern Cross University within the Faculty of Business, Law and Arts . With a rich background in legal practice and project management, she brings extensive industry experience to her academic role. Her primary expertise lies in energy and resources law, particularly in major projects, and she actively contributes to legal education through university teaching and Continuing Professional Development (CPD) seminars. Education: BA (University of Sydney) LLB (Hons) (University of Sydney) GCPM (Graduate Certificate in Project Management) (University of Sydney) Research & Professional Interests: Kathryn's work spans the intersection of law and project management, focusing on energy and resources law , dispute prevention and resolution , and legal project management . Her practical experience includes roles as General Counsel for an ASX-listed contractor and consulting for international law firms, providing her with deep insights into regulatory compliance and efficient legal service delivery in major projects. Industry Contributions: She has worked on high-profile projects such as the Ichthys LNG project in Australia's Top End and numerous construction initiatives in Western Australia. Her dual role as both practitioner and educator allows her to offer students a practical perspective on managing legal risks and compliance in large-scale infrastructure and resource projects. Contact & Engagement: Based primarily online with ties to the Lismore campus, Kathryn remains accessible to students and professionals via email at kathryn.roach@scu.edu.au or phone at (08) 9334 7142.
Mabel Franks is a Lecturer at Fresno Pacific University, specializing in Continuing Professional Development (CPD) for K-12 educators. With over 35 years of service in California's largest school districts, she focuses on curriculum design, Restorative Justice practices, and school reform strategies that prioritize equity and inclusion. Education: EdD in Organization and Educational Leadership, MS in Educational Leadership, BS in Commerce (Law minor), BA in Liberal Studies (Social Science minor) Research Interests span curriculum development, systemic school reform, organizational leadership, and instructional practices for marginalized student populations. Her work emphasizes uniting school communities to address educational disparities. Professional Impact includes leadership training for educators, advocacy for evidence-based interventions, and systemic approaches to academic achievement in underserved schools. Awards : Multiple Teacher-of-the-Year recognitions (district, county, regional levels), CA Distinguished School awards, scholarships, and leadership accolades. Teaching Experience includes roles as a K-12 teacher, principal, assistant superintendent, and curriculum developer, with expertise in AVID, migrant education, and gifted programs.
Laurel Anne Braun serves as an Adjunct Professor in the Art and Design program at the State University of New York at Oswego, bringing expertise in medieval art history with emphasis on women's patronage roles. She holds an MA and ABD status from Binghamton University's History and Theory of Art and Architecture program. Her academic background includes: MA, History and Theory of Art and Architecture, Binghamton University ABD (All But Dissertation), History and Theory of Art and Architecture, Binghamton University Professor Braun's research centers on medieval art patronage by secular and religious women, recently examining Abbess Hild of Whitby's establishment of double monasteries in 7th-century Northumbria. Her teaching portfolio features specialized courses including Medieval Images of Death, Medieval Stained Glass, Art in Medicine, and Women Patrons of Art in the Middle Ages. Her scholarly recognition includes: Binghamton University Graduate Student Award for Excellence in Teaching (2019) Committed to pedagogical innovation, she maintains virtual office hours (Thursdays 1-3 PM Fall 2025) and has earned the SUNY CPD Brightspace LMS Certificate while completing the SUNY Online Teaching Certificate, reflecting continuous professional development in digital education methodologies.
Chan Soon Hua serves as Lecturer in Accounting at Swinburne University of Technology Sarawak Campus within the Faculty of Business, Design and Arts. Joining Swinburne on 13 February 2006, he transitioned from 15 years of industrial practice as external auditor at EY Malaysia and Deloitte Brunei, bringing extensive cross-sector expertise in auditing, taxation, and management consulting for trading, manufacturing, construction, engineering, and financial institutions. His academic credentials include: Bachelor of Economics (Honours) from Monash University Master of Business Administration from Heriot-Watt University Research centers on Auditing and Financial Accounting with rigorous engagement in Continuing Professional Development (CPD). His active participation in specialized training on Companies Act 2016, MPERS, GST accounting, anti-terrorism financing, and forensic accounting ensures curriculum alignment with evolving industry standards and regulatory frameworks. Teaching integrates practical case studies from his professional background, emphasizing real-world application of auditing standards and financial reporting requirements. His commitment to CPD and professional certifications maintains direct relevance between academic instruction and contemporary accounting practice across ASEAN markets.
Prof Richard Arnett serves as Director of Psychometrics at the Royal College of Surgeons in Ireland (RCSI), holding dual appointments in the Health Professions Education Centre and Quality Enhancement Office since April 2018. Previously, he was Deputy Director of the RCSI Graduate Entry Medicine Programme from February 2006 to April 2018. His expertise spans educational measurement, assessment design, and psychometric analysis across multiple national and international medical and healthcare education contexts. Arnett holds a PhD from University College Dublin, complemented by a Further & Adult Education Teaching Certificate from City & Guilds and a Postgraduate Diploma in Project Management from Dublin Business School. His educational background supports his specialization in quantitative methods for educational research. His research focuses on psychometrics, assessment design, and performance standards maintenance in health professions education. Key interests include developing educational measurement scales, setting performance standards, and validating assessment instruments. Arnett's work addresses critical challenges in medical education assessment, including transnational program alignment, progress testing implementation, and technology-enhanced assessment security. Analysis of his 15 most recent publications reveals consistent focus on medical education assessment methodologies , with particular emphasis on competency-based frameworks, human factors in assessment environments, and technological adaptations for educational measurement. His work spans diverse healthcare contexts including medicine, surgery, pharmacy, and radiology training. As Psychometric Consultant for the UK & Ireland Intercollegiate Board of Surgical Examiners and the Irish Institute of Pharmacy, Arnett provides strategic guidance on assessment design and quality assurance for national certification programs. His collaborative work extends to multiple international postgraduate and professional training initiatives. Arnett leads assessment strategy for RCSI's new undergraduate Medicine curriculum and supports data requirements for educational accreditation activities. He teaches the assessment module in the RCSI Diploma in Health Professions Education and an undergraduate module on Statistical Programming, demonstrating his commitment to developing assessment literacy among health professions educators.
Liam T. Ainscough serves as a Lecturer in the School of Law at the University of Bolton, teaching across undergraduate, Master's, and SQE programmes. His academic journey at the institution progressed from PASS Leader (2016-2018) to Senior PASS Leader (2018-2019) before his current faculty appointment. His educational credentials include: LL.B (Bachelor of Laws) LL.M (Master of Laws) LPC (Legal Practice Course) Dip(CPD) (Diploma in Continuing Professional Development) Current doctoral candidate Research spans Sports Law, Tort Law, Public Law, Contract Law, English Legal System, and Legal History, with a pronounced focus on sports-related legal frameworks. His 2021 dissertation examined ambush marketing legislation for the London 2012 Olympics, while his 2019 work analyzed technology's impact on access to justice in the English legal system. His publications reveal a consistent thread of examining law through contemporary practical lenses, particularly in high-stakes environments like major sporting events and evolving digital legal landscapes. Academic recognition includes: High Academic Achievement Award from the University Board of Governors C.I.I Award for Tort Law application and academic excellence As an active participant in legal education, he serves as both competitor and judge for the National Speed Mooting Competition, integrating practical advocacy skills into his teaching methodology across multiple qualification pathways.
Sam Colbear-Pyke serves as a Lecturer in Policing at Canterbury Christ Church University and holds the leadership position of Head of Policing & Professional Contracts, Apprenticeships and CPD, driving initiatives in professional education and workforce development for law enforcement. Her research and professional focus centers on advancing policing practices through: Operational policing strategies Criminal justice system reform Continuing Professional Development (CPD) frameworks Apprenticeship integration in public safety Professional contract management Law enforcement workforce training Her work emphasizes practical, industry-aligned education models to enhance policing standards and career pathways.
