Dr. Thomas Jones is a researcher and academic in the Department of Sport Exercise and Rehabilitation at Northumbria University. He leads the Optimising Sports Performance research group and coordinates Continuing Professional Development (CPD) and consultancy activities. Dr. Jones provides sports science support to Newcastle United Football Club Academy, specializing in strength and conditioning, sports physiology, and data analysis. He holds a PhD in Sports Physiology from Northumbria University and is an accredited Strength and Conditioning Coach with the UKSCA, as well as an accredited Anthropometrist (Level 3, ISAK). His research focuses on concurrent strength and endurance training, neck strength in contact sports, and performance enhancement strategies across football, boxing, skiing, biathlon, and cricket. He has published extensively on topics such as youth athlete maturity effects, warm-up strategies in skiing, and cricket performance metrics. Education: PhD in Sports Physiology (Northumbria University, 2014) Awards: Senior Fellow of the Higher Education Academy (SFHEA) Labs/Teams: Leads the Optimising Sports Performance research group Dr. Jones supervises three PhD candidates exploring athlete health monitoring, cricket bowler performance, and injury prevention in elite football. His work bridges applied sports science with elite athlete development, emphasizing evidence-based practice in high-performance sport.
Dr. Helen Hull is a Senior Lecturer and Programme Lead (Pharmacy Education) at the School of Medicine, Pharmacy and Biomedical Sciences, University of Portsmouth. She serves as Course Leader for the MPharm degree programme and Athena Swan Champion for equality, diversity, and inclusion in STEMM fields. Her career spans academic leadership, pharmacy practice, and educational research. University of Portsmouth (1993–present) Pharmacy Manager, Boots the Chemists (1993–1999) Teacher-Practitioner, LloydsPharmacy (1999–2001) Her research centers on pharmacy education and student learning experiences, with key projects including: Peer Assisted Learning (PAL) implementation Evaluation of student study habits and academic support Contraceptive awareness among university students Analysis of community pharmacy medication returns Continuing Professional Development (CPD) for pharmacists Research trends from 2003–2018 demonstrate sustained focus on pharmacy education systems, student transition to higher education, and reproductive health awareness. Her work combines quantitative surveys with qualitative assessments of peer learning dynamics. Notable contributions: Development of PAL leader training frameworks Renewal of Athena Swan Bronze award (2022) Advocacy for inclusive pharmacy education practices
Annette McLachlan is a Senior Lecturer in Physical Education at the School of Education, Sport and Health, University of Brighton. She plays a key role in module leadership and curriculum development, particularly in Primary Physical Education, and has contributed significantly to both undergraduate and postgraduate teaching. Her work emphasizes practical and theoretical integration, student-centered learning, and the enhancement of pedagogical practices in physical education. Education: MRES (2021) – Focused on developing an observational tool to measure enacted Pedagogical Content Knowledge in trainee teachers during Primary PE lessons. MA in Education (2015) – Roehampton University; dissertation explored effective forms of Continuing Professional Development (CPD) for primary teachers in PE. Annette's research centers on Primary Physical Education , with a strong emphasis on Pedagogical Content Knowledge (PCK) , professional development, and effective teaching strategies for trainee teachers. She is passionate about equipping future educators with the tools and knowledge to deliver high-quality, holistic PE that supports whole-child development. Her teaching philosophy is deeply student-centered, promoting engagement through shared practice, theoretical application, and inclusive learning environments. While no specific publications are listed, her research fingerprint highlights consistent focus on trainee teacher development, observational assessment, and effective pedagogical models in physical education. This suggests a cohesive research trajectory aimed at improving teacher training and classroom practice in PE. Professional Contributions: Module lead for five modules in PE education. Coordinated and led the development of two new optional modules focused on Primary PE delivery. External Examiner for PGCE Secondary PE programme at Manchester Metropolitan University (2015–2018). Annette has extensive experience in both higher education and school settings. Before joining the University of Brighton, she taught at the University of Roehampton across BA Primary, BSc Sports Coaching, and PGCE Secondary PE programmes. Prior to that, she spent ten years in secondary education as a PE teacher, School Sports Coordinator, and Partnership Development Manager for Islington Schools Sports Partnership—roles that inspired her focus on primary PE. She actively fosters collaborative learning environments and shares resources to support student success. Research Labs and Teams: While no formal lab or research center is named, her work appears integrated within the pedagogy and teacher education research community at the University of Brighton, particularly within the Physical Education and Sport Pedagogy group.
Pascale Baker is a Lecturer/Assistant Professor in the School of Languages, Cultures and Linguistics at University College Dublin (UCD), where she teaches Latin American Studies, literature, and language modules. Her academic work bridges literary analysis, cultural studies, and gender theory, with a focus on Latin America. She has held leadership roles including Head of Spanish and Portuguese and Head of Portuguese at UCD, and is an active member of academic committees such as the Academic Council and EDI School Committee. BA , University of Kent at Canterbury MA , University of Sheffield PhD , University of Sheffield Certification in CPD University Teaching & Learning, UCD Edinburgh Teaching Award and Associate Fellowship, Higher Education Academy Her research centers on the cultural representation of banditry, revolution, and outlaw figures in Latin America, particularly the transformation of bandits into Robin Hood-like symbols of resistance. Expanding into gender studies, she investigates female bandits, narco-queenpins, and the portrayal of women in crime and revolutionary narratives. Her 2015 monograph Revolutionaries, Rebels and Robbers is a key contribution to the field, and she continues to publish on topics such as female assassins in Colombia, motherhood in narco-culture, and the witnessing of feminicide in Mexico. The recent publications reflect a strong trend in gendered narratives of crime and resistance, analyzing figures like Rosario Tijeras and Teresa Mendoza, and genres such as chica lit and narco novels. Her work spans scholarly journals, edited volumes, public intellectual outlets like The Conversation , and contributions to authoritative references such as The Literary Encyclopedia . She frequently engages in public scholarship through radio interviews, film festivals, and public lectures. Aurora Leadership and Development Programme Edinburgh Teaching Award Associate Fellowship of the Higher Education Academy Honorary Fellow in Hispanic Studies, University of Sheffield (2016–2019) Pascale Baker actively supervises MA and PhD students in Latin American literature and culture and has secured research grants from UCD and the Leicester Institute for Advanced Studies for projects on gender, citizenship, and witnessing during the pandemic. She is deeply involved in professional service, including peer review, conference organization (such as the Hispanists Conference), and public engagement events like the Argentine and Cuban film festivals. She leads research initiatives connecting Latin American studies with global themes of power, gender, and cultural memory. She is affiliated with research networks including WISPS (Women in Spanish and Portuguese Studies), the Association of Hispanists of Great Britain and Ireland, and the Latin American Literature Society Association, and continues to develop her next book project on female outlaws in Latin America from the 1970s to the present.
Associate Professor Amber Cushing is a faculty member at the School of Information and Communication Studies , University College Dublin (UCD) , where she teaches and conducts research in digital curation, personal information management (PIM), and digital preservation. She earned her PhD from the University of North Carolina at Chapel Hill, an MLIS from Simmons College, and a BA in History from Mount Holyoke College. Her interdisciplinary research bridges information science, cultural heritage, and social justice. Her research focuses on how individuals and institutions maintain digital information over time, with an emphasis on identity, inequality, and care. She investigates PIM behaviors across diverse populations, including LGBTQ+ families, nonbinary individuals, and doctoral students. Her work explores how digital systems—such as birth certificates—can reinforce social inequalities and how AI is reshaping archival expertise. She has led major projects like Walk1916 , a mobile app for public access to cultural heritage, and has published extensively on digital preservation education in Ireland. Her recent publications (2020–2024) reveal a strong trend toward ethical, inclusive, and socially conscious information practices, particularly in the context of AI, identity, and participatory heritage. Her work frequently employs qualitative methods and is published in top journals such as Journal of the Association for Information Science and Technology , Journal of Documentation , and Archives and Records . She has received multiple honors, including: Finalist, European Award for Excellence in Teaching (2021) UCD College Teaching Award (2018) Finalist, DPC Digital Preservation Awards for Teaching and Communications (2018) Best Short Research Paper at I Conference (2018) Finalist in GradIreland and European Digital Skills Awards (2017) She actively mentors students, develops curriculum, and leads funded research projects. She has advised on digital curation education and serves on professional committees, including the Society of American Archivists and the Digital Preservation Coalition. Her teaching includes modules on digital curation, personal information management, and research methods, with a focus on real-world applications and project-based learning. She has led several significant grants, including those from the Irish Research Council and UCD, supporting initiatives in participatory heritage, AI in preservation, and digital skills development. She is deeply involved in professional service, including conference organization (e.g., I Conference, Virtual Heritage Network), peer review, and public engagement on open data ethics.
Vicki Baldrey is a Senior Lecturer in Exotics Species and Small Mammal Medicine and Surgery at the Royal Veterinary College (RVC), based at the Camden campus within the Department of Clinical Science and Services. She is actively involved in clinical work at the Beaumont Sainsbury Animal Hospital and contributes significantly to undergraduate and postgraduate teaching programs, including the BVetMed, Veterinary Nursing (VN), MSc in Wild Animal Health (WAH), and BSc in Wild Animal Biology (WAB) modules. Education: Qualified from Liverpool Veterinary School (2005) RCVS Diploma in Zoological Medicine (2014) RCVS Recognised Specialist in Zoo and Wildlife Medicine (2016) Post Graduate Certificate in Veterinary Education, RVC (2019) Vicki's research and clinical interests are centered on exotic animal medicine, with a strong emphasis on avian medicine and surgery, small mammal health (particularly hamsters, guinea pigs, and ferrets), reptile care, and wildlife medicine. Her work integrates clinical practice with epidemiological studies and evidence-based treatment approaches. She has published extensively on topics such as behavioral challenges in parrots, husbandry practices in backyard poultry, and disease patterns in small mammals. Her recent publications (2019–2024) demonstrate a consistent focus on improving clinical outcomes in exotic species through rigorous research. Key themes include anesthesia protocols in wildlife, metabolic and surgical disorders in reptiles and small mammals, and population-level health studies using VetCompass data. Her work bridges clinical veterinary practice with academic research, contributing to both education and improved animal welfare. Scientific Awards and Recognitions: RCVS Diploma in Zoological Medicine (2014) RCVS Recognised Specialist in Zoo and Wildlife Medicine (2016) Vicki plays a vital role in mentoring veterinary students and delivering continuing professional development (CPD) across the UK. Her teaching extends beyond the classroom into clinical supervision and conference lectures, enhancing the training of future veterinarians in exotic species care. While no specific grants are mentioned, her research output suggests active involvement in scholarly activity and collaboration with colleagues in epidemiology and clinical sciences. She is part of the Exotics team at the Beaumont Sainsbury Animal Hospital, where she combines clinical service with academic responsibilities, contributing to a multidisciplinary approach to exotic animal healthcare.
Dr. Mary Fenton is Head of Department in the Department of Education at South East Technological University (SETU), where she leads the development and delivery of undergraduate and postgraduate programmes for education professionals. She is a Principal Fellow of the Higher Education Academy (PFHEA), recognized for her impactful contributions to higher education in Ireland, particularly in championing adult learners, advancing CPD for educators, and promoting entrepreneurship in academic settings. Her educational background includes a PhD from Dublin City University, a Master of Business Studies from HETAC (IT, Tralee), a Master of Arts from Trinity College Dublin, and a BSc (Hons) in Management. Her leadership extends beyond the classroom, having previously served as Head of 3U Pathway Programmes, an initiative developed in partnership with DCU, Maynooth University, and RCSI to support international students, later acquired by EduCo International Group. Dr. Fenton's research focuses on entrepreneurship education, university-stakeholder engagement, and enhancing access to higher education for under-represented groups. Her work aligns with UN Sustainable Development Goals, particularly in education and inclusion. She actively promotes innovative CPD and postgraduate research opportunities within her department. Her recent publications reflect a consistent focus on equity and pedagogical innovation in higher education. The 2024 conference presentation on recognizing prior learning emphasizes inclusive pathways for disadvantaged learners, while her 2013 doctoral thesis explores graduate entrepreneurs' experiences with entrepreneurship education in Ireland, combining case study methods with a strong conceptual framework. Principal Fellowship of the Higher Education Academy (PFHEA), Advance Higher Education, UK Dr. Fenton is accepting PhD students and supervises research in entrepreneurship education, stakeholder engagement, and access initiatives. While specific grant details are not listed, her sustained research activity and leadership in strategic educational partnerships suggest active involvement in funded projects. Her department offers structured postgraduate research opportunities, indicating a supportive environment for graduate supervision and academic development. She leads the Department of Education at SETU, which functions as a hub for academic innovation, professional development, and inclusive educational practices. The department fosters collaboration with key education stakeholders and delivers programmes designed to enhance educators' research, learning, and career trajectories. Her prior role in the community development and social enterprise sector in the South East of Ireland continues to inform her interdisciplinary approach and commitment to societal impact.
Jonathan Larner is an Associate Professor in Physiotherapy at the School of Health Sciences, University of East Anglia. With a clinical background in musculoskeletal and sports injuries, he has held senior roles in the NHS, independent hospital sector, and professional sports (Norwich City Football Club). His expertise spans injury rehabilitation, leadership development, quality improvement, and team dynamics in healthcare settings. NHS Improvement Faculty Fellow (2010) Senior Fellow of the Higher Education Academy (2016) Member of IPRS Group Ltd Clinical Board (2013-present) Research interests focus on elite youth sports injuries through collaborations with Norwich City FC and local clubs, examining hydration, mental toughness, somatotype grading, and biobanding. His teaching emphasizes professional development and creative learning methodologies. Recent publications analyze physical activity integration in curricula, leadership challenges, and CPD frameworks. Awards include the 2011 NHS Improvement Faculty Conference national poster prize.
Professor Stuart Sime is a faculty member at the Law School of City St George's, University of London. He has been with the institution since 1987 and currently serves as Head of Department for Academic Programmes. His academic expertise spans Alternative Dispute Resolution (ADR), Civil Procedure, Commercial Law, Company Law, and Legal Ethics. Teaches Mediation, International Commercial Arbitration, and Professional Ethics Former Programme Director for Bar Vocational Studies Editor and author of key legal publications including Blackstone's Civil Practice Sime's research focuses on modernizing legal processes, particularly in mediation, arbitration, and civil litigation reforms. His work addresses judicial efficiency, procedural compliance, and ethical challenges in legal practice. Recent publications emphasize procedural updates, international dispute resolution frameworks, and corporate law applications. These works reflect his leadership in legal education and practice, with keywords spanning Judicial Process, Litigation Strategy, and Regulatory Compliance. He designs and delivers Continuing Professional Development (CPD) courses for solicitors on civil litigation, evidence, and procedural law. His career includes a civil/commercial legal practice as a tenant in Evan Ashfield's chambers (1994–2005).
Gerry Marshall is a Lecturer in the School of Social Sciences, Education and Social Work at Queen's University Belfast. His research focuses on children and young people in care systems, particularly residential childcare and the application of immersive technologies in social work education. He is affiliated with the Centre for Technological Innovation, Mental Health and Education (TIME) and the Centre for Children's Rights. His work spans observational studies in child welfare communication, foster care transitions, and VR-based training tools for social workers. Recent collaborations include projects with international partners on recognition theory and racism awareness in Northern Ireland. He actively participates in academic conferences and advisory roles, including the VITAL (Virtual Intelligent Training and Adaptive Learning) project. Marshall has supervised doctoral research on recognition frameworks in residential care and contributed to policy-oriented publications on child protection systems in Ireland. His activities include hosting academic visitors, organizing workshops, and delivering CPD courses for practitioners.
Sally Chisholm is a Lecturer in Counselling at the School of Medicine, Keele University. She joined Keele in 2011 and also contributes to MSc research modules at The Metanoia Institute and The Minster Centre. Her extensive experience includes 20 years as a university counsellor, youth counselling services supervision, and establishing support services for abuse survivors under the Catholic Diocese of Westminster. She maintains a small private practice offering therapy, supervision, and consultation. Her research interests focus on innovative methodologies such as Post-structuralist and New Materialist approaches, emphasizing human-environment relationships through ecopsychology and interdisciplinary dialogue. These interests explore 'creaturely' and sensuous selfhood within natural and built environments. Sally resides at Keele with her two Boxer dogs, Daisy and Lukas, who influence her perspectives. Professional roles include work with probation services and a commitment to continuing professional development (CPD) facilitation for counsellors. She actively engages in multidisciplinary conversations about human and more-than-human interactions, reflecting her evolving research priorities.
Mike Coldwell is a Professor of Education at Sheffield Hallam University and currently serves as Assistant Dean for Research and Innovation (R&I) on secondment. He holds a BA, MA (Econ), PGCE, and PhD. His research focuses on evaluation methodology, education policy, and teacher professional development, with over £4m in research funding and 70+ reports/presentations. He collaborates with institutions like NFER, UCL Institute of Education, and the Education Endowment Foundation (EEF). Currently leads evaluations for the Youth Endowment Fund and DfE Family Hubs, and advises government and charitable organizations on evaluation strategies. Research Interests: Education Policy, Teacher Career Development, Evaluation Methodology His work bridges theory and practice, emphasizing contextualized evaluation frameworks and systems-based approaches. Key projects include reviews of EEF projects and trials in primary English education. Collaborations span national and international partners, influencing policy through impactful evaluations. Grants & Projects: Lead SHU's Youth Endowment Fund evaluation Directed £4m+ in research studies for government and charities Co-led EEF reviews and trials (e.g., Integrating English curriculum) Advisory roles for DfE, EEF, and SHINE Trust Supervision & Academic Contributions: Supervised 20+ doctoral students focusing on education leadership, teacher development, and policy. Notable supervisees include Tasker (Values-Led Leadership), Williams (Primary PE Beliefs), and Elonga Mboyo (Comparative Leadership). Key publications span educational evaluation, teacher career pathways, and systemic research use. Recent work addresses RCT limitations and systems approaches in education policy implementation.
Sharon Frankland is a Senior Lecturer at Sheffield Hallam University with a background in Adult Nursing and Health Visiting. Since 2007, she has taught across pre-registration nursing programs, continuing professional development (CPD) courses, and early years education. She currently leads modules in V100 Nurse Prescribing and Person Centred Primary Care, and serves as Assessment Lead for CPD. Her professional focus emphasizes interdisciplinary collaboration between education, healthcare, and social care sectors to support early intervention for children and families. Her teaching roles include mentoring students in Specialist Community Public Health Nursing and overseeing academic development initiatives. Recent scholarly activities include presenting research on academic skills development tools at the Net2018 Healthcare Education Conference (Cambridge, 2018) and the Learning, Teaching and Assessing Conference in Sheffield (2018).
Mrs. Anabel Halawi serves as a Senior Lecturer in Midwifery at Middlesex University, within the Faculty of Health, Social Care and Education and the Department of Adult, Child & Midwifery. She has held this position for eight years, following her academic journey at the same institution and over two decades of midwifery practice. Education: MSc in Midwifery Previous studies at Middlesex University Professional Experience: Midwife - Vulnerable Team Leader at Royal Free Hospital (2007–2016) Midwife at Royal London Hospital (2000–2007) Research Interests: Her work focuses on Safeguarding, Perinatal Mental Health, and Equality, Diversity, and Inclusion (EDI). She contributed to the Better Births Project in North London and leads study days on these topics for midwifery students. Teaching and Supervision: Module Leader for MWY2801 in the BSc Pre-Reg Midwifery program Pathway MSc ACP Leader Supervisor for BSc and MSc students Developed Continuing Professional Development (CPD) modules in Perinatal Mental Health and EDI Labs/Teams: Part of the CPD team and involved in leading study days for midwifery students. No scientific awards or publications are listed in the provided data.
Prof Gerry Garby-Czerniawski is a Professor at the University of East London, affiliated with the School of Education and Communities. His research focuses on teacher education, professional development, and comparative education studies. He holds a PhD from King's College London (2007) and has extensive editorial experience, including leading the Research in Teacher Education journal. His work examines educator roles, policy impacts on education systems, and global citizenship in teacher training. Key research interests include school-based teacher educators' professional learning needs, power dynamics in practitioner research, and wicked policy problems in prison education. Garby-Czerniawski has contributed to international comparative studies across Norway, Germany, and England, emphasizing educator identity formation and policy implementation challenges. Recent publications analyze professional doctorates in education, international survey findings on teacher educator development, and urban teacher education contexts. His work frequently addresses equity, pedagogical innovation, and systemic reforms in diverse educational settings. He has authored/co-authored over 40 peer-reviewed articles, book chapters, and edited volumes, reflecting his commitment to advancing teacher education research and policy.
