Research and Scholarly Outputs

A conference paper presenting a framework for inclusive teaching across multi-faith, multi-lingual cohorts in vocational higher education. The framework was developed and tested with NCL's Business and Health & Care faculties over the 2024-25 academic year.

A reflective case study of three module redesigns in which students and staff jointly developed learning outcomes, assessment criteria and reading lists. The paper discusses the tensions that emerged around assessment fairness and proposes a workable governance model for future co-creation work.

A position paper drawing on interviews with employers and educators across the UK to explore how business school curricula should adapt to the widespread availability of generative AI tools. The paper proposes a five-strand framework covering ethics, evaluation, augmentation, authorship and assessment.

This study examines student wellbeing outcomes in higher education settings following the COVID-19 pandemic. A mixed-methods design combined survey data (n=420) with semi-structured interviews (n=24) across three NCL cohorts. Findings suggest that structured peer-mentoring and clear communication routes are the most predictive factors of self-reported wellbeing.

An internal reflection on the Research Centre's micro research project model, drawing on three completed cycles. The report covers participant feedback, supervisor workload, dissemination outcomes, and proposes refinements to the application and review process for 2025.

A final-year undergraduate dissertation, published with supervisor support through the Research Centre's Publish from your Dissertation programme. The study explores leadership decision-making in 14 London-based small businesses during 2022-23.

A conference paper proposing that ethics teaching in undergraduate research methods modules should be reframed as a design constraint rather than a bureaucratic gate. The paper draws on NCL's redesigned BA dissertation module as a case study.

This paper explores how vocational HE programmes preparing students for care professions can adapt to workforce shortages, integrated-care reforms and an ageing population. Recommendations are made for embedded simulation, inter-professional learning and mental-health-first-aid training.

Co-authored with four undergraduate students, this chapter reviews five years of widening-participation entry data at NCL and identifies three structural barriers and four enabling pathways. Recommendations are made for tutorial support, finance advice and peer networks.

A four-week micro research project surveying 78 NCL undergraduates on factors associated with academic writing anxiety. Findings indicate that timed feedback cycles and structured peer review reduced reported anxiety more than tutor-led interventions alone.