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.

In this episode, we unpack the AI CHECKLIST Model, a framework designed to enhance AI literacy in Higher Education students. What is the model, and what inspired its development? Sue Beckingham shares insights into the components of CHECKLIST and the pressing need for a structured approach to teaching AI literacy skills while Peter Hartley discusses strategies for adapting it to various disciplines with reference to their recently published book co-edited with Prof. Jenny Lawrence and S. Powell. The AI CHECKLIST model provides practical steps, emphasizing accessibility and inclusion. Beyond AI literacy, Sue and Peter also reflect on the model's emphasis on responsible AI use and decision-making, equipping students to navigate complex challenges.

Resources relevant to the AI CHECKLIST model, are hyperlinked in the episode detail.

Peter Hartley is now freelance Higher Education Consultant, and Visiting Professor at Edge Hill University, following previous roles as Professor of Education Development at Bradford and Professor of Communication at Sheffield Hallam. Sue Beckingham is an Associate Professor and Learning, Teaching and Assessment Lead in the School of Computing and Digital Technologies at Sheffield Hallam University.

For more information on the guest speakers and their work, click here.

Are you a higher education professional considering the prestigious National Teaching Fellowship (NTF)? In this episode, we break down everything you need to know to prepare a successful application. We start by explaining what the NTF is and who it's designed for, highlighting why it's a valuable opportunity for advancing your career. We also tackle common misconceptions about the application process, providing clarity on what reviewers are really looking for. Our guest, an experienced NTF reviewer and Teaching Excellence Award Lead, shares insights on where to begin your application journey and answers frequently asked questions from prospective applicants. Whether you're just starting to think about applying or already deep into the process, this episode offers essential tips and strategies to help you craft a compelling NTF application.

Link to resources shared in this episode:

NTF and CATE Flashcards

National Teaching Fellowship Advance HE

NTF Association

Dr. Deeba Parmar's career is deeply rooted in her commitment to fostering a supportive culture and recognizing excellence in teaching. She is dedicated to motivating, developing, and nurturing her colleagues' pedagogical and professional growth to enrich the student experience. As the Head of the Centre for Academic Practice Enhancement, she leads and implements key initiatives, including reward and recognition through the internal Professional Recognition scheme, the National Teaching Fellowship, and the Collaborative Award for Teaching Excellence. She also champions equality, diversity, and inclusion within the curriculum and student voice. Dr. Parmar emphasizes genuine collaboration between academic and professional services, leveraging collective expertise to improve teaching and learning outcomes.

In this episode, we explore the exciting intersection of education and entertainment by focusing on the use of escape rooms in the classroom. What exactly are escape rooms, and how can they be transformed into powerful learning tools? We talk with experienced educationist, Dr Jenny Moffett, who sheds the spotlight on integrating these immersive experiences into teaching practices. Discover how escape rooms boost student engagement and learning outcomes, making lessons more dynamic and interactive compared to conventional methods. We also discuss the challenges educators may face when implementing escape rooms, from logistical hurdles to ensuring accessibility for all students. Finally, Jenny shares some strategies for designing escape rooms that cater to diverse classroom needs, ensuring every student can benefit. Whether you're an educator or a curious learner, this episode offers valuable insights into how escape rooms can transform education!

''AI is fundamentally uncaring. It is a language model. It’s not a system that knows and cares about its students. It can be enormously helpful but it needs to be in addition to the support and mentoring of a human teacher. If we can get the balance right, so that the human teacher is at the centre of education with AI acting as a really valuable supplement to that, then I think we have got a powerful combination'' - Prof. Mike Sharples.

In this episode, in conversation with Mike, we unpick some nuanced considerations educators need to be mindful of when planning to use Gen AI technologies for teaching and learning. As Mike suggests 'Gen AI could be treated as a conversational partner who is prone to make mistakes' and as educators we shouldn't forget that the focus 'should always be on good pedagogy'.

Mike Sharples is an Emeritus Professor of Educational Technology at the Open University. He provides consultancy for institutions worldwide including UNESCO, UNICEF, universities and companies.

Continuing from Part-1, listen to this latest episode where Emerita Prof. Sally Brown and Prof. Kay Sambell critically explore the role of student involvement (either directly or indirectly) in creating effective authentic assessments. In addition, Sally and Kay outlines and explains the 6 steps method of designing authentic assessments using this time-tested and evidence informed approach to foster learning and engage students in a 'productive messiness' for optimised pedagogic experience.

For a rich collection of scholarly work on authentic assessments from Sally and Kay, visit:

www.sally-brown.net