I am a senior higher education academic, educational leader, and published author with nearly two decades of experience working across teaching excellence, assessment and feedback, student success, and inclusive educational practice. My work operates at the intersection of strategic academic leadership, professional recognition, and practical impact, supporting institutions, colleagues, and students across the UK and internationally.

I am currently Senior Lecturer in Education and Assessment Strategy and Feedback Lead at The University of Law, where I provide institution‑wide leadership for assessment and feedback policy, practice, and enhancement across a complex, multi‑campus environment. My work spans curriculum and policy design, colleague development, quality enhancement, and institutional change, with a sustained focus on inclusive assessment, professionalism, feedback literacy, and student progression. A core feature of my leadership is translating evidence into clear, workable frameworks that enable colleagues to innovate confidently while maintaining academic standards.

Alongside my institutional role, I hold a broad portfolio of sector‑facing and international appointments. I am an Editor‑in‑Chief, Editor, and Author with SAGE Publications, and an Editor‑in‑Chief of SAGE Skills: Student Success, a global digital learning platform supporting academic skills, transition, wellbeing, and independent learning across disciplines and countries. In this capacity, I lead international, multidisciplinary teams to design accessible, research‑informed learning at scale, embedding Universal Design for Learning, accessibility‑by‑design, and rigorous quality‑assurance processes. This work supports learners and educators worldwide and informs institutional practice across multiple higher education systems.

My leadership philosophy is grounded in inclusion, collaboration, and evidence‑informed practice. I specialise in developing trust‑based, developmental cultures that move beyond compliance towards reflective professionalism. This includes leading institution‑wide redesign of observation, assessment, and enhancement frameworks, embedding learner voice, peer dialogue, and analytics‑informed evaluation to support both colleague development and institutional accountability. I am particularly experienced in leading change in complex or sensitive contexts, ensuring clarity, psychological safety, and shared ownership.

A longstanding strand of my work focuses on widening participation, transition, and digital inclusion. At Glyndŵr (Wrexham) University, I conceived and led Preparing for University, a fully asynchronous, free‑to‑access pre‑induction programme designed to support first‑generation and under‑represented learners by addressing digital poverty, confidence, belonging, and academic readiness. The programme informed institutional policy, secured external funding, reduced start‑of‑semester pressure points, and was recognised nationally as best practice by Universities UK and the National Union of Students. Elements of this work continue to influence transition and induction design across the sector.

My scholarship and publications focus on student success, assessment literacy, feedback, academic skills, wellbeing, and neurodiversity, with an emphasis on demystifying higher education and empowering learners to thrive. I am the author of Polish Your Academic Writing and Your Super Quick Guide to University, alongside an extensive body of digital learning content used globally. Across all outputs, my priority is clarity, equity, and real‑world applicability for both students and educators.

I am deeply engaged in professional recognition and sector contribution. I am a Fellow of Advance HE and work extensively across institutional and external contexts through consultancy, external examining, visiting lectureships, staff development, conference leadership, and cross‑institution partnerships. I bring insights from this work back into institutional practice, ensuring alignment with emerging sector expectations and global perspectives.