I teach on apprenticeship‑related teaching and employer‑engagement activity (HE), and have worked across higher education, further education and industry for over two decades. My interests include degree apprenticeships and workforce development, curriculum innovation and quality enhancement, employer engagement and industry‑led education, leadership, management and organisational development.
My career includes academic leadership roles at the University of Oxford, University of Warwick and Aston University, alongside FE leadership as an Associate Director at Birmingham Metropolitan College. Alongside my academic work, I have delivered professional training and consultancy for organisations including Rolls‑Royce and BMW.
This blend of academic leadership, industry practice and professional training informs a highly applied, employer‑focused approach to teaching and curriculum design. My industry experience enables me to bring real‑world expectations directly into the classroom. Students benefit from insight into how employers recruit, develop and promote talent, practical examples from engineering, manufacturing and professional services, strong employer networks that support placements, projects and guest speakers, and a curriculum shaped around current and emerging skills needs. My aim is to help students understand not just the theory, but the behaviours, standards and professional mindset that employers look for.
I’m most inspired by the point where education genuinely changes someone’s trajectory; when a student gains confidence, finds their professional identity and realises they can operate at a level they didn’t previously think possible. Seeing learners develop that sense of belonging, especially those coming through vocational or non‑traditional routes, is what drives my work in curriculum design, apprenticeships and student experience. I’m motivated by creating learning environments that feel relevant, inclusive and connected to real industry practice.
A common misconception is that business and management are purely theoretical subjects. In reality, employers value behaviours, mindset and applied problem‑solving just as much as academic knowledge. Students sometimes assume success comes from memorising models, when in fact it comes from understanding how to use those models in real situations with people, teams, deadlines and organisational pressures. My role is to help students bridge that gap between theory and practice, so they feel confident stepping into the workplace.
I’m most proud of the impact I’ve had on students and apprentices across my career, from supporting first‑generation learners to succeed at university, to helping apprentices progress into engineering, leadership and professional roles with major employers. I’m also proud of the cross‑sector work I’ve led, where I’ve helped shape curriculum, strengthen employer partnerships and improve student retention and progression. The common thread is enabling people to grow, achieve and move into meaningful careers, which is ultimately why I do this work.
I enjoy the energy and ambition that UCB students bring. Many come with strong vocational backgrounds or real‑world experience, and they’re hungry to develop their skills and move into meaningful careers. What inspired me to work here is UCB’s commitment to applied learning and employer engagement — it’s a place where education genuinely connects to industry, and where students can see a clear pathway from the classroom to the workplace. Being part of that journey is incredibly rewarding.