Dr Ryan Crosby is an Assistant Professor in the Department of Computer Science at Durham University. His research focuses on personalized assessment and feedback mechanisms in higher education, particularly addressing challenges faced by novice programmers. His doctoral work investigated the effectiveness of Ipsative Assessment in improving student experiences with assessment and feedback. Research interests include the assessment of introductory programming students, code quality evaluation in CS1 courses, and pedagogical strategies to enhance learning outcomes. Publications highlight collaborative work on curriculum design and assessment frameworks in computer science education. Publications emphasize interdisciplinary approaches to educational technology, with recent contributions focusing on code quality metrics and feedback methodologies. No awards or grants are explicitly mentioned, though his work contributes significantly to improving undergraduate programming education.
Professor George Ghinea is a distinguished academic in the Department of Computer Science at Brunel University London's College of Engineering, Design and Physical Sciences. With over 350 publications and 33 successfully supervised PhD students, he leads cutting-edge research at the intersection of computer science, media studies, and psychology. His educational background includes a PhD from the University of Reading (1999) where he pioneered the Quality of Perception (QoP) metric - a precursor to today's widely adopted Quality of Experience (QoE) concept. He holds multiple degrees with distinction from the University of the Witwatersrand in South Africa, including BSc, BSc (Hons), and MSc in Computer Science. Professor Ghinea's research focuses on perceptual multimedia quality and human-centered e-systems, with particular emphasis on mulsemedia (multiple sensorial media) - his own conceptual framework extending multimedia to engage non-traditional senses. His work spans eye-tracking applications, telemedicine, multi-modal interaction, and ubiquitous computing. Current research explores mulsemedia integration in autonomous vehicles, security-enhanced systems, and accessibility solutions. His publications reveal strong trends in multisensory computing (42% of recent works), telemedicine applications (28%), accessibility research (18%), and network optimization (12%). The work consistently bridges theoretical frameworks with practical implementations, often incorporating physiological data and user perception metrics. Distinguished Visiting Fellow of the Royal Academy of Engineering (2018) SPARC DUO-India 2020 Fellowship Programme recipient Principal Investigator for multiple EU Horizon 2020 projects Research featured in major media including BBC, Forbes, and Daily Telegraph Professor Ghinea has secured substantial research funding through projects like the EU H2020 NEWTON initiative, Royal Academy of Engineering partnerships, and multiple Newton Fund collaborations. His supervision portfolio includes 33 PhD completions with diverse research spanning security behavior in Ghana, physiological QoE in VR, smart city adoption in Oman, and sustainable digital transformation in Qatar. He leads the IMUSY research group focusing on mulsemedia systems and human perception. His laboratory work centers on the IMUSY research group where they develop mulsemedia applications integrating thermal, wind, and olfactory devices for enhanced user experiences. Current team projects include mulsemedia in autonomous vehicles (MulsEAV), physiological data for QoE assessment, and smart city adoption studies.
Adriana Wilde is a Lecturer in Digital Health and Biomedical Engineering at the University of Southampton's Electronics and Computer Science (ECS) school. She holds a PhD from ECS, focusing on learner engagement in peer-supported digital environments, and has over 30 years of teaching experience across universities like Southampton, Winchester, and St Andrews. Her research emphasizes safe, inclusive, and secure digital technologies for health, with a focus on aging populations' independent living. Education: B.CompSc.(Hons) from Universidad Central de Venezuela, MSc in Computer Science (Distributed Systems & Education minor) from Swiss universities, and PhD at Southampton as a Mayflower Scholar. She is a Communication co-chair for ACM Women (since 2023) and previously served ACM-W Europe. Research interests include digital health, cybersecurity education, HCI, and sensing technologies. She has supervised 21 MSc projects and 19 undergraduate dissertations. Her work spans topics like robotic process automation trust, gamified cybersecurity education (CyberGuard app), and remote health monitoring via photoplethysmography. Teaching spans 30+ modules in computer science, cybersecurity, and digital health at multiple institutions. Notable courses include Digital Health Principles, Cybersecurity Management, and Human-Computer Interaction. Professional contributions include mentoring initiatives, workshop leadership (e.g., HCI education), and advocacy for gender diversity in computing. Her recent articles highlight educational technology innovation and ethical considerations in smart home sensors for elderly care.
Claire Tinker is a Senior Lecturer and Programme Lead for the Paramedic Science BSc programme at the University of Greenwich. She holds a Master of Science in Advanced Practice from the same institution. Previously, she served as Programme Lead and Senior Lecturer at the University of Cumbria for their Paramedic Science Degree Apprenticeship Programme in London (2021–2023), and spent over 25 years with the London Ambulance Service NHS (1996–2021), roles including Flight Paramedic for London’s Air Ambulance, Clinical Tutor, and Cycle Response Paramedic. Her expertise spans prehospital care, paramedic education, and clinical leadership. She has developed academic programmes in collaboration with NHS partners, notably launching the Paramedic Degree Apprenticeship Programme in London. Her work emphasizes bridging clinical practice with educational innovation. As Programme Lead at Greenwich since 2023, she oversees curriculum development and student training. Notably, she recruited novice lecturers and expanded the Cumbria programme to four annual cohorts. No scientific awards were explicitly mentioned in the text.
Manik Hapsara is an Assistant Professor (Academic) affiliated with the CEES School of Science. His research focuses on socio-technical systems, e-voting technologies, digital governance, and educational technology. He has contributed to over 20 publications since 2008, with notable work in e-government frameworks, social media applications for public services, and learning analytics in MOOC platforms. His work spans interdisciplinary areas including cybersecurity, enterprise architecture, and materials science. Research interests include the intersection of technology and governance, with emphasis on developing nations' electoral systems. He has explored transparency mechanisms in e-voting systems, risk analysis in IT implementations using COBIT frameworks, and the role of social media in smart cities like Jakarta. His technical contributions include studies on wireless ad hoc network security and ultrasonic wave analysis in materials engineering. Publications highlight trends in digital transformation of public services, educational technology innovations, and safety-critical systems modeling. His work frequently addresses challenges in implementing technology in socio-political contexts, particularly in Indonesia. No formal awards are listed, but his h-index of 7 and 131 citations indicate impactful contributions in his fields.
Dr. Amanda Pitkethly is a Lecturer and MSc Clinical Exercise Physiology Programme Lead at Edinburgh Napier University 's School of Applied Sciences . As a BASES-accredited HCPC registered Sport & Exercise Psychologist and Motivational Interviewing Network of Trainers (MINT) member , she specializes in applying self-regulated learning and behavior change models to health and performance contexts. Co-founder of Applied Psychologists in Physical Activity Network (APPAN) National collaborator on MSc Clinical Exercise Physiology curriculum framework Higher Education partner with CIMSPA since 2018 Her research examines task/barrier efficacy dynamics in schoolchildren , athletic performance optimization , and physical activity referral systems . Recent work focuses on student engagement in curriculum design , psychological mediators of pandemic adherence , and workforce development in physical activity . She supervises postgraduate research on prehabilitation in cancer care , Scottish football academies , and urban ecology impacts on pollination . Key projects include: Greenock Morton FC research on talent development environments (2021-2023, £21,669) Public Health Scotland physical activity referral standards (2022) Colorectal cancer prehabilitation (2023 onwards, £7,899)
Dr. Emma Whewell is an Associate Professor in Learning & Teaching at the University of Northampton, affiliated with the Faculty of Education, Arts, Science and Technology. She serves as Programme Leader for the BA Sports Development and Physical Education degree and Co-Lead for the Centre for Active Digital Education. Research expertise includes digital pedagogies, phenomenology, physical education, and inclusive practices Key projects: Headsets for Hope (immersive tech for SEN/D), Holiday Activities and Food Programme (PhD studentship), STEP Outside (outdoor learning), and DLAB2: Developing Changemakers (Erasmus+) Her research spans inclusion, access, and pedagogy, with current projects in extended reality, outdoor learning, and health and wellbeing. She has supervised MA students in Physical Education and is accepting PhD students. Research Outputs: 3 (2025), 6 (2024), 11 (2023), 6 (2022) Award contributions: All Party Parliamentary Group reports on fit and healthy childhood, mental health, and women's football Emma co-edits Advancing Education Magazine and contributes to staff development for HEA Fellowship. She collaborates internationally through eTwinning and Erasmus+ initiatives.
Helen Aveyard is a Principal Lecturer at Oxford Brookes University, affiliated with the Oxford School of Nursing and Midwifery. She serves as Programme Lead for the Professional Doctorate in Nursing & Midwifery and the MSc in Applied Health Research, contributing significantly to both undergraduate and postgraduate education in Adult Nursing. Her educational background includes a doctoral study in Health Care Ethics from King's College University of London, where she investigated informed consent in nursing care procedures. Helen Aveyard’s research interests are centered on: Methods for conducting literature reviews at various academic levels Evidence-based practice in novice nursing Informed consent and patient autonomy in nursing Generalizability and diversity in qualitative research Her recent scholarly output demonstrates a consistent focus on improving research methodology, particularly in scoping and literature reviews, patient-centered care, and ethical nursing practice. She has co-developed the PAGER framework to enhance the quality of reporting in scoping reviews, reflecting her leadership in research methodology. Helen has received recognition for her scholarly contributions, including: British Medical Association Award nomination (2015) for the 5th edition of Doing a Literature Review in Health and Social Care British Medical Association Award nomination (2012) for A Beginner’s Guide to Critical Thinking and Writing She actively supervises postgraduate research students in areas such as wound care, shared governance, pressure ulcer education, remote prescribing, and mealtime experiences for older patients. She is also involved in research projects related to parenting support, student engagement with research modules, mentorship paradigms, and publication standards in literature reviews. Helen Aveyard is a member of the Royal College of Nursing and the Nursing and Midwifery Council, maintaining strong professional ties to the nursing community.
Katrina Jones is a Teaching Professor and Teaching Associate at Aston University, affiliated with the School of Engineering and Technology within the College of Engineering and Physical Sciences. Her roles focus on teaching and supporting computer science degree apprentices, with a particular emphasis on novice programmer education and technology-enhanced learning. She holds a PhD in Computer Science (Analytical Gamification of Novice Programmers' Psyche) and advanced qualifications including a PGCE and MEd in Teaching and Learning in Higher Education. Her research interests span computer science education, gamification, code puzzles, computational thinking, automated feedback, and software engineering reliability, alongside broader areas like machine learning and natural language processing. Dr. Jones has contributed to teaching modules such as Data Structures and Algorithms with Java, Machine Learning, and Software Testing. She has also developed educational materials, including a Java 20.0+ version of the Mars' Simulator project for Multi-Agent Systems. Her professional membership includes Fellowship of the Advance HE. Though currently focused on teaching, her doctoral research explored discerning novice programmer understanding through paper-based Java code puzzles, culminating in a thesis supervised by Dr. T. Beaumont and Dr. A. Patelli.
Abi Evans is a Lecturer in Interactive Media at the University of York, specializing in Human-Computer Interaction (HCI) and the Learning Sciences. Her research focuses on developing adaptive technological tools to support skill development in programming education, particularly addressing misconceptions in novice programmers. Previously, she held a Lecturer position in Computer Science at Northeastern University (2018–2021). She earned a PhD in Computer Science from the University of Washington (2018) and a Master’s in Technology, Innovation, and Education from Harvard University (2009). Her research interests include designing educational technologies that provide real-time feedback, fostering collaborative learning environments, and promoting equity in technology design. Notable projects include the development of the SIDE-lib tool for detecting Python programming misconceptions and the design of a supportive IDE for novice programmers. She has also contributed to interdisciplinary work on mobile translation AI and fanfiction communities as sites of distributed mentorship. Her academic output spans 17 publications, including conference papers on pedagogical frameworks for abstraction skills and a book on design for equality and justice in HCI. She is currently the Principal Investigator for an EPSRC-funded project enhancing a supportive IDE prototype (2025–2025).
Gerry McGivern is a Professor in Public Services Management & Organisation at King's Business School, King's College London. His research focuses on healthcare systems, professional regulation, leadership, and organizational behavior, with significant work in the UK and East Africa. He has led major funded research projects and his findings have influenced policy at the UK’s Professional Standards Authority and the World Health Organization. Research Interests: His work centers on public services management, particularly in healthcare, exploring how regulation, management, and organizational structures affect professional knowledge, identities, and leadership. Key areas include health professional regulation, hybrid professional-managerial roles, and organizational change in public services. The recent publications highlight a strong trend in global health governance, integrated care systems, and the moral and temporal complexities of healthcare work, especially in low-resource settings like Kenya and Uganda. His research combines qualitative and policy analysis methods to address pressing issues in public service delivery. Scientific Awards and Recognition: While specific awards are not listed, his research has been cited in WHO guidelines and has impacted UK regulatory policy. He is Chair of the Society for Studies in Organizing Healthcare and serves on the editorial boards of Organization Studies , Human Relations , and the Journal of Professions and Organization , reflecting high academic standing. Advising and Grants: Gerry has been Principal or Co-Investigator on research projects worth over £1 million from funders including the Medical Research Council, ESRC, NIHR, Wellcome Trust, and GMC. He is currently leading the Maudsley Clinical Leadership Development Programme. He has advised on health policy and regulation in multiple countries and collaborates extensively with researchers in Kenya and Uganda. Labs and Research Teams: He is associated with the Society for Studies in Organizing Healthcare and contributes to research networks focused on integrated care systems (ICS) and leadership in complex organizations. His work involves collaborative teams across disciplines and institutions, particularly in global health and organizational studies.
Dr. Martin Maguire is a Lecturer and Research Fellow at Loughborough University's School of Design and Creative Arts, specializing in Human-Computer Interaction (HCI), usability engineering, and ergonomics. His work focuses on designing accessible interactive systems for older adults, people with disabilities, and inexperienced users, with notable contributions to EU projects like MUSiC (usability evaluation tools) and RESPECT (user requirements analysis). He has also explored smart home technologies, healthcare systems, and digital banking interfaces. Education: BSc from Loughborough University and a PhD from Leicester Polytechnic on user interface design for novice users. His research extends to kitchen usability for aging populations, patient-doctor communication, and the impact of commuting on older workers through the New Dynamics of Ageing programme. Teaching: He designs modules on HCI, usability testing, user-experience design, and human factors research methods. Active in supervising PhD, postgraduate, and undergraduate research projects, with examiner roles at London Metropolitan University. Key contributions include frameworks for user requirements analysis, gamification in e-wallets, and accessibility guidelines for smart home devices. His work bridges academic research with practical applications in healthcare, education, and technology accessibility.
Sara Jones is a Reader in Creative Interactive System Design at Bayes Business School, City, University of London, and Director of the Centre for Creativity in Professional Practice. She leads the interdisciplinary Master’s in Innovation, Creativity, and Leadership (MICL) and has pioneered research in applied creativity, digital innovation, and leadership resilience. Her work spans transnational projects like the Innovation for African Universities (IAU) programme, boosting entrepreneurship ecosystems across Sub-Saharan Africa, and the Boosting Resilience project, using arts-based methods to enhance creative enterprise training. Education includes a PhD in Computer Science (City, University of London), MSc in Information Processing (University of York), and BA in Psychology and Philosophy (Oxford University). Her career spans roles from Research Fellow to Reader, with extensive teaching in requirements engineering, design, and technology management. Research interests include creativity-support technologies, leadership development, and interdisciplinary innovation. She has secured over £10 million in grants, including AHRC, EU, and British Council funding. Awards include Fellowships from the Royal Society of Arts and Higher Education Academy. Her 120+ publications span journals like Journal of the Association for Information Science and Technology and conferences on creativity and cognition. She supervises PhD students in areas like emotion-creativity links and collaborative learning. Professional roles include editorial roles at ACM Creativity and Cognition and keynotes on topics like digital culture and resilience in education.
Chris Szedlak is a Senior Lecturer (Research) in Strength and Conditioning at Hartpury University, where he serves as the programme lead for the MSc in Strength and Conditioning. He is affiliated with the Department of Sport and is actively involved in research, teaching, and professional development initiatives. His academic work is closely tied to the UK Strength and Conditioning Association (UKSCA), where he serves as a tutor, assessor, and curriculum consultant. He has also held research and teaching roles at the University of Southampton, University of Winchester, and Oxford Brookes University. PhD in Sports Psychology – University of Southampton Postgraduate Certificate in Teaching and Learning MSc in Strength and Conditioning BA and MSc in Theology and Christian Counselling Chris Szedlak’s research focuses on the development of psychosocial competencies in strength and conditioning coaches, using qualitative and constructivist methodologies. He explores how reflective practices, such as writing a 'letter to my younger self,' can scaffold learning for novice coaches. His work emphasizes athlete-centered coaching, effective communication, and the integration of emotional intelligence in coaching practice. He has published extensively on topics including remote coaching, coach development, and the impact of dominant discourses in coach education. His recent publications demonstrate a strong trend toward realist evaluation, narrative inquiry, and the use of creative qualitative methods to understand coaching behaviors and social impact. He investigates how coaching can contribute to broader social change, particularly through physical activity initiatives in underserved communities. His research often involves collaboration with elite coaches, athletes, and organizations such as UKSCA and Sport England. Chris Szedlak has been awarded multiple research grants, including funding from Sport England and Hartpury University, to evaluate place-based physical activity programs and develop e-learning modules on psychosocial coaching competencies. He is also a reviewer for several journals, including the International Sport Coaching Journal and Psychology of Sport & Exercise . He has supervised PhD candidates and contributes to academic leadership as an external examiner and research collaborator. He is a Fellow of Advance HE and a member of the UKSCA Equality, Diversity & Inclusion advisory group. His professional network spans the UK, Canada, and the US, reflecting his international research collaborations. Chris leads and contributes to multiple research projects focused on coach development, realist evaluation, and social impact through sport. He is involved in creating video and e-learning resources to disseminate research findings and improve coaching practice. His team conducts emotionally engaged research, often reflecting on ethical and emotional challenges in their work.
Dr. David Marchant is a Reader in Exercise & Sport Psychology at Edge Hill University. He leads undergraduate and postgraduate modules in sport and exercise psychology, and contributed to developing the BSc (Hons) Sport and Exercise Psychology programme. His research focuses on motor skill learning, exercise-cognition interactions, and endurance psychology. Affiliations: Department of Sport and Physical Activity, Edge Hill University Education: PhD (University of Hull), MSc & BSc (Teesside University) Roles: School Governor (Euxton Primrose Hill Primary School), External Examiner (Manchester Metropolitan University, University of Staffordshire) His research investigates how verbal instructions influence motor performance, acute exercise effects on memory, and endurance exercise tolerance mechanisms. Notable projects include studies on cycling time trials, deceptive performance enhancement, and the OPTIMAL theory in physical education. Recent articles explore topics like attentional focus in weightlifting, rugby player risk awareness, and astaxanthin's cognitive benefits. He has led projects like the 'Effects of Astaxanthin on cognition' (2022–2025). Dr. Marchant emphasizes practical applications of his findings for coaches, educators, and practitioners, contributing to UN SDGs related to quality education and health.
