What makes an education focused Business Management academic and what is the significance of this role?

What happens when you challenge centuries-old traditions in higher education? In this episode, we hear the compelling story behind the London Interdisciplinary School (LIS) — a university built from the ground up to rethink how we educate for a complex world.

From the inspiration behind its founding to the hurdles faced in pushing against the boundaries of traditional academia to prepare students to tackle global challenges head-on, our guest shares what it takes to build an institution that puts real-world impact and interdisciplinary thinking at its core.

We explore why interdisciplinary learning is more than a teaching method — it’s a response to the world’s toughest challenges. You’ll hear how LIS connects theory with action, empowering students to work on live problems from industry, government, and society.

Plus, we tackle a big question: Is this the future of higher education? With momentum growing, we ask what needs to change for other universities to embrace a more connected, flexible, and problem-led approach to learning.

Professor Carl Gombrich, is the Dean of and the dynamic force behind The London Interdisciplinary School. With a diverse background spanning mathematics, physics, philosophy, and even professional opera singing. As a professorial teaching fellow at University College London, he spearheaded the UK’s inaugural Bachelor in Arts and Sciences degree, showcasing his dedication to fostering versatile minds.

Renowned for his captivating keynote addresses on topics like interdisciplinary education and the future of talent, Carl’s expertise has earned him a prestigious place in the British Academy Working Group on Interdisciplinarity. He’s also a core panel member at the Accreditation Organisation of Netherland and Flanders (NVAO).

What makes an education focused Business Management academic and what is the significance of this role?

In this episode, I speak to Professor Sally Everett, to explore the evolving landscape of education-focused leadership in Business and Management Studies. Sally shares insights from her own journey in education leadership, reflecting on the challenges and opportunities of an education-focused career pathway in academia. We discuss the role and significance of education-focused management academics, the leadership support needed to navigate career progression, and how to bridge the gap between aspirations and systemic realities. Finally, Sally offers her perspective on future directions and the changes needed to create a more sustainable and rewarding pathway for education-focused scholars.

Sally is Professor of Business Education, Deputy Dean and Vice Dean (Education) at King’s Business School, King’s College London. Sally is a National Teaching Fellow (2017), Principal Fellow of the Higher Education Academy (2013), Collaborative Award for Teaching Excellence award holder (2016) and is Equality Officer for the Association of National Teaching Fellows. Sally is a member of the Chartered Association of Business School’s Race Equality Working Group and their Equality and Diversity Committee, and is Director of their Leaders in Learning and Teaching programme. Sally also set up and leads the business school’s gender inclusive network (Women@KBS).

What is SoTL and what is its significance in teaching and learning in Higher Education?

In this episode, we explore the transformative journey of becoming a Scholarship of Teaching and Learning (SoTL) researcher. Guest speaker, Dr. Elizabeth Goode, shares her personal experiences—what inspired her to pursue SoTL, how it has shaped her teaching practices, and the challenges she has navigated along the way. If you are an early career academic or an experienced educator looking to deepen your engagement with SoTL, this conversation with its valuable insights and practical advice from Liz, would be of interest to you!

Dr Elizabeth (Liz) Goode is a Teaching Scholar in the Academic Portfolio Office at Southern Cross University, Australia. She leads various scholarship of teaching and learning projects that investigate student engagement and success in immersive block models in higher education. She is a path-ways/access educator and the recipient of numerous teaching awards, including an Australian Office for Learning and Teaching Citation for Outstanding Contributions to Student Learning.