How I used passion and purpose to reshape a university department

I introduced the Performance Review and Development Programme as a living framework, not a tick-box exercise. Each lecturer had a personalised professional development plan built around their strengths and aspirations. Soon, my colleagues were not only teaching; they were leading change in their own classrooms. Our academic culture became one of curiosity, evidence-based practice and mutual respect.

Transforming people, not just programmes

The most fulfilling part of my leadership journey has been witnessing personal transformation – seeing people rise beyond what they believed possible. I recall mentoring colleagues through their Higher Education Academy (now Advance HE) Fellowship applications. Some doubted their own academic worth. Through structured guidance and heartfelt encouragement, I watched them flourish into reflective, confident practitioners. Their success stories became the department’s greatest source of inspiration.

One mentee once told me: “You didn’t just guide me through an application – you helped me rediscover why I became an educator.” 

Comments like this fuel my commitment to mentorship. Today, several of those I mentored have become mentors themselves, continuing the cycle of empowerment.

Reimagining teaching and learning

In reshaping the department, innovation became our heartbeat. I championed digital literacy and educational technology, embedding tools like LinkedIn Learning, Moodle and game-based learning platforms into our curriculum. These weren’t mere add-ons; they were strategic interventions designed to connect theory with real-world engagement.

The introduction of LinkedIn Learning pathways revolutionised how both staff and students approached professional growth. Lecturers began to curate dynamic, industry-informed sessions, while students explored global learning opportunities from experts across sectors. This fusion of academia and industry created graduates who were not only employable, but adaptable and inspired.

When students told me, “I feel like I’m learning from the world, not just from a classroom”, I knew we had achieved something special.

Leading with compassion and courage

Leadership often demands courage – to make difficult decisions, to challenge existing norms and to listen deeply. During times of institutional change, I ensured that compassion guided every decision. Whether reviewing assessments, designing new modules or navigating team challenges, I approached each moment as an opportunity to build trust and resilience.