LTSE is the UK's leading gathering of business and management educators

The Chartered ABS's annual LTSE conference is a highly supportive and collegiate event. Each year it brings together over 300 participants representing 90% of the UK's business schools.

This year's conference will explore latest innovations in business and management education; how educators are supporting the health and wellbeing of students and fellow educators; how the lessons learned from the pandemic are informing learning & teaching strategy; how sustainability and climate action goals are being reflected in business & management education; and how business schools are tackling inequalities and working to support disadvantaged and underrepresented staff and students.

Join us in Belfast on 24-25 May for in-depth learning, idea-sharing, personal development and networking.

Speakers include:

paul bartholomew

Professor Paul Bartholomew
Vice-Chancellor, Ulster University

Andrew burke

Professor Andrew Burke
Dean, Trinity Business School


Professor Sally Everett
Professor of Business Education and Vice Dean Education, Kings Business School

william henry 2

Dr William 'Lez' Henry
Professor of Criminology and Sociology, School of Human and Social Sciences, University of West London

jill johns

Professor Jill Johnes
Dean, Huddersfield Business School

dan ladley

Professor Daniel Ladley CMBE
Dean, University of Leicester School of Business

Cathy Myles Photo

Cathy Myles CMBE
Pro Dean for Student Education, Leeds University Business School

ann parchmant

Dr Ann Parchment
Deputy Head Strategy and International Business, Surrey Business School

Adam Shore cms

Dr Adam Shore CMBE
Director, Liverpool Business School; Chair, Chartered ABS Learning, Teaching & Student Experience Committee

jill webb

Jill Webb CMBE
Associate Dean for Teaching, Learning and Students, University of York Management School

Explore the programme

08:40 - 09:20

Registration and refreshments

09:20 - 09:30


Anne Kiem, Chief Executive, Chartered Association of Business Schools

Professor Robert MacIntosh, Faculty Pro Vice Chancellor - Business and Law, Northumbria University; Chair, Chartered ABS

09:30 - 10:20

Keynote Panel Discussion: Innovation & evolution: delivering education in the new normal

Exploring how teaching delivery and pedagogy is continuing to evolve, how students and educators are co-creating new forms of learning, and the opportunities/challenges that have emerged since the pandemic.

Professor Paul Bartholomew, Vice-Chancellor, Ulster University

Professor Sally Everett, Professor of Business Education and Vice Dean Education, Kings Business School

Dr William 'Lez' Henry, Professor of Criminology and Sociology, School of Human and Social Sciences, University of West London

Professor Jill Johnes, Dean, Huddersfield Business School

Moderator: Dr Adam Shore CMBE, Director, Liverpool Business School

Breakout Sessions

10:30 - 11:00

Effective assessment & constructive feedback

Management Debates: An interdisciplinary approach to teaching and assessing first-year undergraduate business and management students

This presentation sets out to share our experience of novel approach to interdisciplinary teaching and assessment of first-year undergraduate business and management students. By integrating economic-, historical-, psychological and legal/ethical perspectives, we challenge a traditional approach to programme design, forcing the students to develop critical thinking from the outset of their degree.’

Professor Peter Miskell, Pro-Vice-Chancellor (Education and Student Experience), Henley Business School

Mads Wedell-Wedellsborg, Teaching Fellow, Henley Business School

Encouraging and engaging the student voice

Quantity and Quality: Engaging students as peer-tutors in Business Education

Further details to be announced

Dr Dragos Radu, Lecturer in Economics, King's College London

Liv Grosvenor, Student Experience Manager, King's College London

Innovations in online learning & teaching

Designing digital learning resources to support diversity, equality and inclusion: Practising what OB preaches

This session outlines an approach to the design and implementation of a DEI content strategy from an author perspective. Using a case study of Revel for Organisational Behaviour, a modern, digital only resource for UG students of OB, the author will present how she overcame issues of content relevancy and current ebook design, incorporated peer advice for improvement and will stimulate discussion on engaging with inclusivity when creating, curating and teaching with digital learning materials for the diverse students of today.

Jane Southall, Adjunct Faculty, Department of Management, Kingston Business School

Developing enterprising, ethical and work-ready graduates

Experiential Learning to Support Student Employability: The Brookes Business Challenge Week

The presentation discusses the Oxford Brookes Business Challenge Week, a cross-disciplinary, hackathon-type initiative in experiential learning intended to enhance employability and entrepreneurship skills among Level 7 students. This took place online in June 2021, providing opportunities for practical business problem-solving and relationship building. It also furthered the University’s external engagement agenda by working with 10 partner organisations as clients.

Dr Paul Jackson, Senior Lecturer in Information Management, Oxford Brookes University

Dr Nicolette Michels, Oxford Brookes Business School (in absentia)

Dr Jonathan Louw, Oxford Brookes Business School (in absentia)

Innovations in online learning & teaching

Using avatars to improve engagement and community in online learning

During Covid and the move to more online learning, there were growing reports of student feelings of isolation and lack of community. Despite this, they refused to put their cameras on, even in online breakout rooms.  This is the report of a pilot study into the use of avatars in an online teaching and space and whether using such a technology can work to off-set some of the belonging issues.

Claire MacEachen CMBE, Head of Accounting, Business & Management Division, Abertay University

Leading learning & teaching teams

Becoming a Programme Leader: Ambiguity, Insecurities and Pressures

This presentation discusses the experience of programme leaders, an underexplored role in practice and theory.  Our research identified various pressures for PLs, particularly in the context of an increasing focus on KPI’s.  The study identified PLs feelings of role ambiguity, role conflict and a range of other matters.  The session will discuss these perceptions, and the variety of responses to such issues.

Dr Andy Brown CMBE, Lecturer - Human Resource Management, University of Plymouth


An interactive taster session of Carbon Literacy Training for Educators, Communities, Organizations and Students (CLT-ECOS)

Carbon Literacy Training informs how business schools are responding to the climate crisis and can help make management education more sustainable by educating staff and students. The session introduces the award-winning Carbon Literacy Training for Educators, Communities, Organizations and Students (CLT-ECOS). It includes a taster of the training and an opportunity for participants to learn about their own carbon impacts.

Dr Sigrun Wagner CMBE, Senior Lecturer, International Business & Sustainability, Head of Department, Royal Holloway, University of London

Dr Alex Hope CMBE, Associate Professor of Business Ethics/Head of Department, Northumbria University

Roundtable discussions

Meet environmental and societal challenges within your module by working with external companies on live projects for student assignments which achieve real impact

Angela Parry-Lowther, Senior Lecturer, University of Bristol


Taking Another Look at Assessment: Academic Journey and Authentic, Holistic End-Point Assessment

Imoh Itieimoh, Lecturer and Modules Leader Business Management and Leadership, Coventry University Group, London

Dr Sirvan Karakis, Course Leader for Business Management & Leadership, Coventry University Group, London


Enriching the online student experience through the introduction of a formalised, extra-curricula ‘professional learning community (PLC)’ guest lecture series

Academics agree that access to industry experts enriches the student experience and d recent research extolls the benefits of bringing ‘e-guests’ into the classroom. We expanded this concept to develop an extra curricula structured online programme of guest speakers open to all year groups and designed to maximise engagement during periods of online learning. Participants will gain insight into our approach and its impact as well as contributing to improving this offering through in-depth discussion.

Nicola Hayes, Senior Lecturer in Digital Marketing, London South Bank University

Helen Aston, Associate Head of Division, Senior Lecturer in Marketing, London South Bank University

11:00 - 11:30


Breakout Sessions



Recognising and supporting sustainable marketer behaviour in theory and practice

The focus is sustainable marketing behaviour through the lens of a single honours marketing programme recognised by the CIM.  Insights from our work in progress will be shared with relevance for the subject (sustainable marketing/ marketer behaviour), programme (barriers and opportunities related to professional outcomes) and scholarship (related to ESD guidance).

Dr Richard Howarth, Senior Lecturer and Assistant Course Leader, Nottingham Business School

Dr Paul Johnston, Senior Lecturer, Nottingham Business School (in absentia)

Dr Guja Armannsdottir, Senior Lecturer, Nottingham Business School (in absentia)

Dr Stuart Carnell, Senior Lecturer, Nottingham Business School (in absentia)

Developing enterprising, ethical and work-ready graduates

A four step process to equip graduates with work ready skills and academic knowledge: Being ‘book smart’ and ‘street smart’

This session takes the form of an immersive workshop experience where we will follow a four step process from start to finish, including Co-creation (of content) Education (of relevant theory), Participation (involvement) and Application (to relevant co-created cases). The objective of the session will be to share learnings, principles and demonstrate the process in action.

Kate Jones, Lecturer in Marketing, Pearson Business School

Dr Iro Konstantinou, Lecturer in Research, Pearson Business School

Developing enterprising, ethical and work-ready graduates

A Case study on the transformative impact of developing and delivering a new future of work module to international Entrepreneurs

Dr Shirley Davey CMBE, Lecturer in Management Development, Ulster University Business School

Lesley McGrogan, Lecturer in Management Development (Human Insights), Ulster University Business School

Professor Gillian Armstrong CMBE, Director of Business Engagement, Ulster University Business School

Developing enterprising, ethical and work-ready graduates

Future skills award: employer, student, and university perspectives

In this presentation, core skills required by graduate employers and students’ perceptions of the need and attainment of those skills during their programmes of study will be discussed. The aim of this presentation is to ignite a discussion, including employer, student, and university perspectives to inform the design and delivery of transferable skills that are relevant for graduates and employers.

Sandy Purewal, Skills Development Consultant, Birmingham Business School

Dr Angela Marqui, Associate Professor in Business Education, Birmingham Business School (jn absentia)

Supporting disadvantaged and underrepresented students

Decolonising the curriculum at the School of Management, University of Bristol: a pragmatic approach

This case study offers an account of the approach taken to decolonising the curriculum at the School of Management, University of Bristol. By building on the globally tried and tested AACSB AoL framework, it outlines a continuous improvement pathway for other Schools that are ready to align their values with the decolonising agenda, which is flexible, comprehensive, and effective.

Dr Kasia Zdunczyk, Senior Lecturer, Director of Academic Standards, Quality, and Student Experience, School of Management, University of Bristol

Effective assessment & constructive feedback

Wherefore Art Thou, Feedback: Understanding the Social Construction of ‘Good’ Feedback

Dr Pavel Bogolyubov, Senior Teaching Fellow/Assistant Professor, Lancaster University Management School

Supporting disadvantaged and underrepresented students

Inclusive Curriculum Framework - Research in Marketing Applications

With the aim to encourage academics to create inclusive module material in business, to educate our staff about inclusive practices and to ensure a holistic approach towards designing inclusive modules, the first inclusive curriculum framework for the King’s Business School was designed. This case study shows applications of the inclusive curriculum framework to the Research in Marketing module and discusses the metrics of its success.

Dr Ilia Protopapa CMBE, Lecturer (Assistant Professor) in Marketing, King's College London

Encouraging and engaging the student voice

Co-Creation in Large Business Schools: Effective and Agile Induction Programmes

Brunel Business School’s Induction Project supports student experience in a large school. In 2020, we engaged in student partnerships in induction programmes and in the 2021-22 academic year move to a fully co-created model. Co-creation constructively shapes education, enabling the local voices to the development of education strategy around induction and retention necessary for implementing sustainable induction programmes and effective forums for student involvement.

Dr Morwenna Carr, Senior Lecturer in Business Education, Brunel Business School

Harvey Moyne, Lecturer in Business Education Support, Brunel Business School

Breakout Sessions


Developing enterprising, ethical and work-ready graduates

Evaluating the impact of the student placements using evidence from the Digital Marketing Ambassador Placement Scheme (DMAPS) at Edge Hill University

This workshop will challenge participants to explore how best to measure the impact of student placements. It draws on evidence from an innovative ‘embedded employability’ placement scheme developed by Edge Hill University Business School. It is a scheme designed to help local independents to develop, maintain and enhance their digital marketing skills and capability and give students practical experience of marketing communications strategy within a real business setting.

Professor Kim Cassidy, Professor of Services Marketing, Edge Hill University Business School

Andrea Cunningham, Work Related Learning Officer, Edge Hill University


Addressing carbon emissions in action: pollutions game for tax students

The main goal of the session is to introduce business students to different approaches to carbon abatement in a playful yet stimulating way. The topic has so far been covered in environmentally oriented programmes, but the gravity of the issue – the climate change – necessitates educating and shaping the values of the future business leaders and community.

Dr Mayya Konovalova, Lecturer in Accounting and Taxation, University of Birmingham

Encouraging and engaging the student voice

How we created a Student Influencer Movement on the Business Management programme at De Montfort University

This case study shares the lessons learned from creating a voluntary student influencer movement on the Business Management Programme at De Montfort University in 2021. It provides contextual insights on the factors inspiring the need for this form of student voice. It further showcases the steps taken to create the movement and the wins and the setbacks along the way.

Dr Natasha Katuta Mwila CMBE, Senior Lecturer and Programme Leader, Leicester Castle Business School, De Montfort University

Developing enterprising, ethical and work-ready graduates

How to change the student mindset from job to career: An innovative approach to pursuing the employability agenda in postgraduate teaching

Dr Dawn Whitton, Director of Employability Northumbria University

Dr Gillian Forster, Director of Education Postgraduate Programmes, Northumbria University

Professor Andrew Robson, Head of Department, Marketing, Operations and Systems, Northumbria University

Effective assessment & constructive feedback

Authentic assessment in a post-pandemic world

A qualitative, intrinsic case study in which I reflect on the assessments in two undergraduate accounting modules in academic years 2019/20 and 2020/21, how this experience has influenced my future assessment design and the formulation of some general advice for future assessment design.

Karen Aldridge, Senior Lecturer (accounting), University of Law Business School

Effective assessment & constructive feedback

Why am I doing all the work? Establishing some principles for student action focused feedback

Professor Andy Adcroft, Deputy Dean, Surrey Business School

Dr Constantin Ciachir, Senior Teaching Fellow, Surrey Business School

Dr Zeineb Djebali, Senior Teaching Fellow, Surrey Business School

Erivan White, Senior Teaching Fellow, Surrey Business School

Dr Razak Alhassan, Senior Teaching Fellow, Surrey Business School

Developing enterprising, ethical and work-ready graduates

Challenging student behaviour: Introducing principles for professional practice to students in a business school

Dr Peta Myers CMBE, Senior Lecturer, University of Exeter

Leading learning & teaching teams

How do I start with programme design, development and review? Strategies for new programme leaders

Formal training about how to develop or redevelop programmes (courses) is often lacking or missing entirely, leaving new programme leaders unsure of where to start. In this workshop, we will discuss effective strategies for developing programmes with reference to the new Office for Students Quality Guidance, Subject Benchmarks and the Framework for Higher Education Qualifications (FHEQs).

Dr Sabine Bohnacker-Bruce, Head of Department, University of Winchester

Dr Claire Ancient, Senior Lecturer, University of Winchester

12:40 - 13:40


13:40 - 14:20

Keynote panel discussion: Driving climate action through environmental and sustainability education

Exploring the ways in which business & management educators, students and the wider stakeholder can contribute to climate action.

Professor Andrew Burke, Dean, Trinity Business School

Dr Ann Parchment, Deputy Head Strategy and International Business, Surrey Business School

Dr Laura Steele, Director of Ethics, Responsibility and Sustainability & PRME Champion, Queen's Management School

Moderator: Dr Alex Hope, Head of Department, Leadership and Human Resource Management, Newcastle Business School; Co-Chair United Nations PRME Climate and Environment Working Group

Breakout Sessions


Developing enterprising, ethical and work-ready graduates

Social perspectives of charity shop workers: Balancing function vs setting in the digital age

 The purpose of this paper is to present a set of collected views undertaken via an undergraduate research apprenticeship scheme, concerning an exploration of tension between the retailing of old or vintage items in today’s new digital age. In particular to consider the ‘Digital Transformation’ of the artefacts by exploring views and opinions of workers.

Professor Maria Burke, Faculty Head of Research and Knowledge Exchange, University of Winchester

Effective assessment & constructive feedback

Developing student feedback skills: feedback literacy and course evaluation methods

This workshop investigates the processes by which students provide feedback on their learning.  As a prompt for discussion we will include a case example of a distinctive first year undergraduate module and we will situate the discussion in the context of students’ feedback literacy.  We will look into how effective feedback can be obtained and acted upon

Dr Martin Rich, Associate Dean for the Undergraduate Programme, Bayes Business School

Student health and wellbeing

Mutual mentoring: unlocking of positive psychological capital for both students and business leaders in a Covid context

The increased interest and concern around student health and wellbeing has been accelerated due to Covid-19. Psychological capital is suggested to be fundamental to well-being and resilience. This case study discusses and shares best practices relating to a business-leader mutual mentoring programme which had an underlying aim to enhance the interpersonal skills, networks and psychological capital of students. 

Dr Kristel Miller, Reader in Innovation and Strategy, Ulster University

Dr Frances Devine, Lecturer in Hospitality and Tourism Management, Ulster University

David Taylor, Founder, Naked Leader

Developing enterprising, ethical and work-ready graduates

In praise of well-designed, embedded work experience modules...and notes of caution for those planning them

Such is the competition for graduate marketing roles that recruiters often filter for “relevant work experience”. This blunt metric disadvantages the many employable graduates of post ’92 business schools who cannot undertake unpaid role-related internships. One solution is to offer embedded work-experience modules. We discuss the lows and highs in their development, delivery & outcomes. 

Dr Charles Graham, Associate Professor, London South Bank University

Lyn Hamblin, Senior Lecturer, London South Bank University

Nicola Hayes, Senior Lecturer, London South Bank University

Effective assessment & constructive feedback

Combating the essay mill: designing assignment briefs and formative assessment strategies - with mixed results

This session reports on a ‘closed reading list’ rule for citations in essays on a large M-level module. The stipulation was introduced to combat essay mill submissions by weaker students. Results show some success, but limited improvement in pass rates. Weaker students fail whether they use an essay mill or not. But at least they avoid an academic misconduct investigation. 

Dr Simon Sweeney CMBE, Reader in International Political Economy and Business, University of York

Innovations in online learning and teaching

A community of digital practice to enhance the student on-line learning experience

The aim of the project was to share best practice in enhancing the online learning experience in the context of teaching in the Covid-19 environment. This session aims to create awareness of the advantages of using innovative tools and technologies, and highlights practicalities and limitations, with a view to adoption as the sector moves increasingly towards blended learning approaches.

Dr Clare Carruthers, Senior Lecturer in Marketing and Tourism, Ulster University

Nikki McQuillan CMBE, Senior Lecturer in Hospitality Management, Ulster University

Developing enterprising, ethical and work-ready graduates

Developing students' professional skills through engaging employers in authentic learning and assessment

This session discusses the introduction of authentic learning in partnership with real employers for First Year Business and Management students at Queen Mary University of London. Through working with real employers students apply their theoretical knowledge to the ‘world of work’, and begin to develop professional attributes, skills and competencies early on in their degree programme. The session outlines our theoretical and practical approaches to authentic learning, reflections, and lessons learned.

Dr Georgy Petrov, Director of Skills and Employer Engagement, School of Business and Management, Queen Mary University of London

Leading learning & teaching teams

Leading innovative learning & teaching teams in a leading business school: The case of BABM suite of courses at The University of Huddersfield

This session aims to outline the specific ethos, strategies, tactics, and corresponding best practices behind the successful leadership, coordination, operation, and management of our highly complex, large scale BABM (BA Business Management) Suite of courses at the University of Huddersfield Business school which serves over 500 students by a team of over 50 academics.

Dr Dinuka Herath, Course Leader BA Business Management Suite of Courses, University of Huddersfield

Professor Eleanor Davies, Associate Dean of Teaching and Learning, University of Huddersfield

Jiajia Liu, Subject Group Leader Management, University of Huddersfield

Supporting disadvantaged and underrepresented students

Closing the awarding gap: Student perceptions of Learning, Support and Cultural Environments at the University of Sussex Business School

The session focuses on research investigating UG degree awarding gaps between students of colour and white students. Tackling gaps requires a shift in thinking from fixing the student to holistically ‘fixing the institution’. The benefits of co-producing research collaboratively with students is also explained. The research has informed a targeted race equity plan to reduce attainment inequities in the school.

Mark Clark CMBE, Senior Lecturer and Lead for Education and Students In Management, University of Sussex

Breakout Sessions


Encouraging and engaging the student voice

Using fine arts and an interdisciplinary collaboration to encourage and engage the student voice on the journey to decolonise business studies 

This case study reports on joint collaboration between Birmingham Business school and The Barber Institute of Fine Art to develop an innovative art-led educational approach to encourage students to reflect on the legacy of colonisation within business studies and the impact this might have on their own role and values as future business leaders.

Dr Emma Surman, Senior Lecturer in Marketing, University of Birmingham

Effective assessment & constructive feedback

Innovating with discovery cases for authentic assessments

This workshop seeks to offer a learning design solution to the problem of student disengagement with case studies, and, addressing the reluctance observed in some student groups to prepare for performative social learning encounters.  This concept proposes the idea of a question first, discovery case study format that is underwired group working skills, and then considers how authentic assessment can be applied to this approach.

Professor Justin O'Brien, Executive Director for PGT, Surrey Business School

Dr Will Lanham-New, Programme Director, MSc Management, University of Surrey

Developing enterprising, ethical and work-ready graduates

Elephants & Castles: Reaching the local community and developing our students work readiness

Lyn Hamblin, Senior Lecturer; Commercial Student Experience LSBU

Ann Healey, Senior Lecturer, Business Management and Lead for the Business Solutions Centre, LSBU

Developing enterprising, ethical and work-ready graduates

Running 'live' projects within a Design Thinking framework - developing enterprising, ethical and work ready graduates

Undergraduate students stand to gain valuable insights and experience by working in ‘live’ situations with enterprises. In this case study, we reflect on a recent project at Letterkenny Institute of Technology (LYIT) in Donegal (ROI) in which students worked with local social enterprises to create innovative solutions to identified challenges. A formal Design Thinking model was applied, and both students and the social enterprises benefited from the engagement.

Liam Porter, Researcher, Letterkenny Institute of Technology

Crona O'Donoghue, Lecturer, Letterkenny Institute of Technology

Dr Tena Patten, Lecturer, Letterkenny Institute of Technology

Effective assessment & constructive feedback

Developing an assessment and feedback strategy that is flexible and agile for block teaching delivery

This case study will showcase the adoption of an agile, dynamic approach to assessment design to support a move to block delivery. Participants will learn of the benefits of using moments of crisis to take stock of whole scale assessment strategies and to develop an holistic department strategy for assessment, to bring in streamlined processes and to create workshops and an environment for innovation and creativity in assessment design.

Dr Amanda Miller CMBE, Department Education Lead, Manchester Metropolitan University

Dr Alice Graeupl, Department Assessment Lead, Manchester Metropolitan University

Innovations in online learning and teaching

A toolkit for embedding skills for success in the curriculum

Ulster University Business School has utilised in-house technology to create an open digital resource to support academic staff in helping students develop the necessary skills to succeed at university and beyond. Participants will receive a ‘walk-through demonstration’ of the accessible digital content library and the ‘learning units’ created to enhance learning experiences of students and working lives of staff.

Helen McGuffin CMBE, Lecturer in Accounting, Ulster University

Christine Wightman CMBE, Associate Head of Department of Accounting, Finance and Economics, Ulster University

Aideen Gibson Learning Designer, Digital Learning, Falmouth University

Student health and wellbeing

Two innovations to improve peer-to-peer student interaction

To help support students’ mental health, this case study offers two flexible innovations that enhance peer-to-peer interaction. The first innovation involves a novel ‘peer match-up service’, while the second innovation involves a teaching session activity where students are simply encouraged to talk with each other, especially those that they do not already know.

Dr Chris Wilson, Senior Lecturer, School of Business and Economics, Loughborough University

Innovations in online learning & teaching

Co-creating approaches to explore and share the affordances and benefits of using social media for learning

This case study is a ‘students as partners’ project researching the use of social media in learning and teaching. Looking beyond the informal social affordances, this work identified innovative ways social media could be used to communicate, collaborate, and develop a professional online presence. Outputs from this work will be shared, including the framework and resources the students co-developed.

Sue Beckingham, Principal Lecturer, Sheffield Hallam University

Leading learning & teaching teams

Exploration of the key factors contributing to the inequality among students and the impact on progression: The Feeder College Project

This research presentation aims to discuss the Feeder Colleges Project within Accounting Finance and Banking at MMU and the impact it has had on progression. The project is designed to explore the key factors contributing to patterns of inequality among students, specifically in the context of the award and progression gaps, working towards a more inclusive curriculum. 

Catherine Youds CMBE, Senior Lecture & Programme Leader, Manchester Metropolitan University

15:30 - 16:00


Breakout Sessions


PechaKucha Presentations

Beyond the classroom - applying Kolb's Experiential Learning Cycle - The case of 200 students, 2 clients and 40 practice to theory projects

The pandemic led to students experiencing isolated learning, ONS reported 14% suffered loneliness and 29% worsened wellbeing.  Tourism was the hardest hit sector with government introducing a £19 Million recovery plan. Clients were identified as visitor attractions operating as charities, with this in mind an immersive lived experience was created via experiential learning

Dr Helen Nicholson, Senior Lecturer/Director of Employability, Northumbria University


Developing enterprising and ethical graduates: the experience of a business school

This presentation is aimed at showcasing a variety of learning activities to align the principles of ethics, responsibility and sustainability in the learning of business students. Specifically, the role of Enactus, an international organisation promoting students' entrepreneurial action aimed at generating social and environmental good, aligned with the United Nations Sustainable Development Goals, is explored.

Anne Wylie, Programme Leader BA Business Management, University of Derby


Developing ethical Human Resources graduates

There is a gap between the demands of the HR profession and the learning outcomes of HR graduates. The CIPD are clear that ethical behaviour is core to a HR professional, yet early research into level 7 HR programme content reveals a lack of explicit focus on ethical issues. I will consider how to more effectively develop ethical HR graduates.

Dr Lisa Grover, Senior Lecturer , University of Exeter

Developing enterprising, ethical and work-ready graduates

Design Thinking as a Tool for Preparing Business & Management Students for Employability 

Business Schools need to prepare graduates for an increasingly complex and turbulent business environment by developing their skills to adapt and thrive. This workshop will offer participants the opportunity for a discursive exploration of the innovative use of Design Thinking as a tool for preparing students to gain meaningful employment in today’s workplace.

Dr Lucy Gill-Simmen, Director of Education Strategy & Senior Lecturer in Marketing, Royal Holloway, University of London

Dr Amee Yostrakul, Lecturer in Business & Management, Edge Hill University

Developing enterprising, ethical and work-ready graduates

Enhancing female graduate employability: raising awareness of, and developing, networking abilities and social capital

This research presents an opportunity to deepen our understanding of the awareness among female students of the importance of networking and social capital and to explore approaches that can positively influence the development of networking skills. The study involves female students only, as gender has been established as a moderator in networking participation relevant to career success. 

Dr Shirley Barrett CMBE, Lecturer, Ulster University

Innovations in online learning and teaching

Lightboard technology for online synchronous seminars in business analytics and quantitative subjects

Lightboard technology has been used in STEM courses as an asynchronous support for face-to-face or for blended teaching. The case study will highlight how this technology was adapted to deliver synchronous seminars on quantitative finance during the 2020-2021 lockdowns. Synchronous lightboard seminars increased engagement of students, who could see their lecturer solving problems in real time, and were able to ask questions during the session itself.

Dr Sylvia Gottschalk, Senior lecturer, Middlesex University Business School

Effective assessment and constructive feedback

The effect engaging with in-class polls, both of a qualitative and quantitative nature, on students’ final grades

In-class quizzes and polls are often used as a means of assessing student learning, and providing fast formative feedback, but without any firm measure of their effectiveness. We show that the simple exercise of engagement with in-class quizzes can be shown to enhance students’ learning and performance in final summative assessment, to a statistically significant extent.

Dr Chris Godfrey, Lecturer in Finance, Alliance Manchester Business School

Patricia Perlman-Dee, Senior Lecturer, Alliance Manchester Business School

Developing enterprising, ethical and work-ready graduates

Ascertaining factors influencing students' learning experience during Covid-19 

The current research looks to understand the student experience of online teaching and assessment during the Covid-19 pandemic. Students experienced unprecedented disruption to their learning during this time, while also dealing with the same life-altering changes the whole population lived through during periods of lockdown. Through quantitative means the project hopes to improve upon the student experience when delivering degree programs remotely.

Jasmine Cooper, Lecturer in Business Education Support, Brunel Business School

Harvey Moyne, Lecturer in Business Education Support, Brunel Business School

Dr Grigorios Theodosopoulos CMBE, Reader in Accounting, Brunel Business School

Supporting disadvantaged and underrepresented students

Experiences of belonging: a comparative case study between China-domiciled and UK-domiciled HE students

Different domiciled groups experience a differential sense of belonging within university contexts, with China domiciled students studying in UK Business Schools often finding it more difficult to integrate into university culture than their European counterparts, partially contributing to the sector awarding gap between these groups studying Business and Management subjects. This session reports on the findings from comparative research.

Dr Susan Smith CMBE, Associate Dean (Education and Students), University of Sussex Business School

Dr Sarah Watson, Academic Developer, University of Sussex


Adopting a design thinking framework to empower staff to embed the Sustainable Development Goals in curricula

This session will include a brief overview of a CPD solution that proved an empowerment catalyst for staff to confidently integrate Education for Sustainable Development into mainstream curricula.  Participants will gain a holistic understanding of the professional and pedagogical development journey from the developer and lecturer perspectives and the ensuing ESD solutions.

Colette Murphy, Curriculum Consultant, Ulster University

Harriet Purkis, Lecturer in Event and Leisure Management, Ulster University

Helen McGuffin CMBE, Course Director – MSc Advanced Accounting, Ulster University

Reskilling and upskilling the UK workforce

Showcasing an employer-based project framework which successfully balances tangible business outcomes with academic excellence 

Paul Mellon, Lecturer - Business Analysis and Consulting, Ulster University Business School

Helen McKenna, Senior Lecturer, Ulster University Business School

Claire Shields, Director, PWC

Breakout Sessions


Developing enterprising, ethical and work-ready graduates

Ethics and accounting and business school education - findings from UK business school final year students and early career professionals

Stemming from the 2008 financial crisis, and the realisation that most of the directors of organisations responsible for the failure had studied a degree and/or post-graduate at business school, a PhD commenced. The presentation will detail some of the findings from the lenses of final year students (FYSs) and early career professionals (ECPs) to better understand the values being taught in business school courses.

Chandres Tejura, Senior Lecturer/Associate Professor and PhD candidate, QMUL

Innovations in online learning and teaching

Online and hybrid computer labs for business and management students: experiences from UK business schools

Dr Asmund Rygh, Lecturer, Alliance Manchester Business School

Effective assessment & constructive feedback

The use of weighted rubrics to develop constructive feedback and a standardised marking approach when team teaching

The workshop is a practical session looking at the creation, implementation and use of weighted rubrics for the purposes of standardising the marking process when team teaching. We often find that marking significantly differs between staff when not using a rubric or even using a grading form or non-weighted rubric. This method helps to address those issues.

Dr Samantha Buxton, Senior Lecturer in Business Analytics & Programme Director of the MSc Management (& Pathways), Swansea University

Innovations in online learning and teaching

Building intercultural competencies through virtual teams in international business education

This case study presentation will explains a 10-week educational program/module among students from different cultural and national backgrounds, aimed at developing their intercultural competencies through collaborating in virtual teams. We explore the challenges of this type of teamwork from the students’ perspective, alongside their learnings in order to ascertain the impact of this module on the students’ perception of cultural differences, its impact on team work and the ways these challenges can be dealt  with.

Dr May Tungtakanpoung, Lecturer, London South Bank University

Supporting disadvantaged and underrepresented students

The importance of anonymous marking in avoiding biases when marking student assessments

An academic assessor, in the process of marking, is not only evaluating the submitted assessment, but is also influenced by information about the student that submitted the assessment. The present study explores the attitudes of students regarding anonymous marking and investigates the effect of the gender of students on the results of an assessment, and whether the gender of the assessor moderates this effect.

Silviu Tierean, Lecturer in Management, Queen's University Belfast


Get Sust! Working in partnership with students to co-develop a board game for raising student awareness of sustainable development

This case study presentation provides an overview of working in partnership with students to develop a game-based learning approach to engage Business School students with sustainable development. The aim of a game-based approach was to facilitate a social and developmental learning experience to introduce the students to sustainable development and help with community building.

Sarah Carnegie, Lecturer in Human Resource Management, Newcastle University Business School

Dr Tracy Scurry, Senior Lecturer HRM, Newcastle University Business School

Dr Emily Yarrow, Senior Lecturer, Newcastle University Business School

Roundtable Discussions

Team Based Learning (TBL) and assessment within online and hybrid learning spaces: could it be the future?

The campus centric nature of Team Based Learning (TBL) and assessment has been severely challenged when campus-based teaching stopped being an option due to the Covid-19 pandemic. Having gained wide ranging experience in using TBL & assessment for teaching within, campus based, online virtual, and hybrid learning environments, we aim to share our experiences and exchange ideas with like-minded colleagues.

Dr Grigorios Theodosopoulos CMBE, Reader in Accounting, Brunel Business School

Dr Vinay Utham, Lecturer in Finance and Corporate Governance, Brunel Business School


Leading academic peers in supporting sustainable developments in teaching and learning

Dr Maureen Royce CMBE, Associate Dean Education, Liverpool Business School

Roundtable Discussions

Lessons learned since 2020: Innovative faculty engagement and (re)invigoration through the pandemic and beyond for executive education

Professor Dina Dommett, Dean of Faculty and Ashridge Campus Dean (Executive Education), Hult International Business School

Professor Yanguo Jing CMBE, Associate Dean, Enterprise and Innovation, Coventry Business School

Professor Deborah Lock, Director, Birmingham City Business School


Engagement, retention and attainment of widening participation students (undergraduate business programmes) from diverse communities

In this discussion, themes covering educational (in)equity, technology deprivation and improving the retention, progression and attainment of black, Asian and minority ethnic students (Widening Participation) are being explored. The discussion will mainly draw from the business degrees delivered in a London campus, covering issues and solutions to improve the engagement, retention and attainment of WP students from diverse communities

Dr Raye Ng, Principal Lecturer in International Business, University of Cumbria

PechaKucha Presentations

Great expectations of Gen Z - A study of Accounting undergraduates' expectations of graduate workplace transitions 2022

The session will discuss the meaningfulness of ‘generation’ in interpreting and explaining workplace expectations of young (aged 25 and under, Gen Z) Accounting undergraduates.  Illuminating similarities and finer grained insights into workplace expectations. Generating a timely debate in areas of institutional employability support, organisation recruitment activities and the advancing literature on Gen Z expectations of graduate recruitment.

Fiona Dearing CMBE, Senior Lecturer, Manchester Metropolitan University


Towards the purposeful business school

Business Schools play a pivotal role in shaping the attitudes and behaviors of current and future leaders. The potential to solve the problems of people and planet profitably and not profiting from creating problems gives a lens to explore how might business schools look in the future and what might the purposeful business school look like.

Dr Hari Mann, Professor, Hult Business School


The relevance of teaching risk management in business schools

The management of risk is essential for a sustainable and resilient business. The pandemic has highlighted that business professionals did not have the skills to identify or manage risks. Business schools need to address this gap in knowledge by explicit inclusion of risk management into the epistemologies, pedagogies, and curricula of business education to develop collaborative applied risk aware business professionals.

Dr Ann Parchment, Deputy Head Of Strategy and International Business, Surrey Business School


End of Day One


Fringe Meeting: Meet the Editors

This session offers participants with general and individualized support and advice from Editors and Associate Editors of four leading, international journals in the management education and learning domain. The session is divided into two parts. First, editors introduce their journals followed by a discussion with the audience. This facilitates participants’ understanding of the differences between journals and to more effectively orient their papers towards a specific outlet. The second part of the session is focused on smaller group conversations where participants can meet with Editors and Associate Editors to discuss particular questions or emerging research ideas.

Professor Christine Rivers, Director of Learning and Teaching, Surrey Business School

Dr Paul Donovan, Senior Lecturer, School of Business, Maynooth University

Professor Sarah Robinson, Professor of Management and Organisation Studies, Adam Smith Business School, University of Glasgow

Professor April Wright, Professor, Organisation and Work, Warwick Business School


Leaders in Learning & Teaching Network Meeting

An informal meeting for alumni of the Chartered ABS's Leaders in Learning & Teaching development programme.

Chair: Adam Shore CMBE, Director, Liverpool Business School


Drinks Reception & Gala Dinner at Titanic Belfast

08:30 - 09:10

Registration and refreshments

09:10 - 09:20


Anne Kiem, Chief Executive, Chartered Association of Business Schools Professor

Robert MacIntosh, Faculty Pro Vice Chancellor - Business and Law, Northumbria University; Chair, Chartered ABS

09:20 - 10:00

Keynote Panel Discussion: Nurturing inclusive and supportive educator communities

Exploring how business schools can support the health, wellbeing and professional development of staff, in particular those from disadvantaged and underrepresented backgrounds.

Professor Daniel Ladley CMBE, Dean, University of Leicester School of Business

Jill Webb CMBE, Associate Dean for Teaching, Learning and Students, University of York Management School

Additional panellists to be announced

Moderator: Professor Robert MacIntosh, Faculty Pro Vice Chancellor - Business and Law, Northumbria University; Chair, Chartered ABS

Breakout Sessions



Developing students' professional knowledge in the context of responsible enterprise

Dr Clare Forder, Senior Lecturer/Foundation Year Course Leader, School of Business & Law, University of Brighton

Leading learning & teaching teams

To Push or to Nudge: The Case of HOT-Coffee

This innovative case-study focuses upon the benefits, and challenges, of implementing educational enhancement and change using an inclusive nudge approach which we contrast with conventional, and characteristically ineffective, top-down approaches to development.  Specifically, we explore the effectiveness of an initiative, HOT-(How others Teach)Coffee”, that was adapted to address the need for pedagogic transformation as the COVID-19 pandemic forced university learning to remote provision.

Dr Kate Black CMBE, Associate Professor / Director of Education, Newcastle Business School

Developing enterprising, ethical and work-ready graduates

Humanities-based pedagogy as a means of developing empathy and sensemaking capacity for future managers

It is widely acknowledged that managers in complex organisational settings, facing wicked problems of environmental and economic sustainability, need to develop soft skills of empathy and sensemaking. Yet precisely how management educators can help students develop such skills remains largely unknown. Some studies suggest that reading fictional prose and poetry and viewing visual art can be effective means for development of empathic and sensemaking capacities. Whilst existing approached tends to use the arts to illustrate management concepts, we teach art as art, and see what concepts emerge that can raises questions for how management is currently constructed, working with our students on seeing differently and developing moral imagination. We report early results of our research into our own practice via the student experience.

Professor Stephen Linstead CMBE, Professor of Management Humanities, University of York Management School

Effective assessment & constructive feedback

Use of a reflective portfolio to encourage learning and to assess intended learning outcomes in a first year accountancy course

This paper sets out the results of an intervention in an undergraduate accountancy degree designed to encourage the early development of professional identity. Using an eportfolio approach to assessment, the researchers were able to expose first year students to a broad range of tasks to help foster deep learning about the accountancy profession.

Lynn Bradley, Lecturer, University of Glasgow

Dr Kirsten Kininmonth, Senior Lecturer, University of Glasgow

Developing enterprising, ethical and work-ready graduates

Sustainability action for everyone: Academic staff & students working together to make sustainability reporting among small and medium enterprises a reality

Gillian Saieva CMBE, Associate Professor of Enterpreneurship & Management Practice, Director of Executive Education, University of Southampton

Professor Ven Tauringana, Head of Department Accounting, Professor of Accounting and Sustainability Reporting, University of Southampton

Encouraging and engaging the student voice

Missing the student voice online - lessons from the Unitu online student voice pilot at Newcastle University 

This case study presents preliminary insights from the pilot implementation of the Unitu Online Student Voice platform at Newcastle University. We discuss challenges associated with limited student engagement on the platform, adding to literature highlighting student voice fatigue. We explore sources of resistance and argue for the importance of meaningful dialogue in fostering student engagement

Dr Cezara Nicoara, Lecturer in Marketing, Newcastle University Business School

Dr Ana Bogdanovic, Lecturer in Marketing, Newcastle University Business School

Dr Elaine Tan, Lecturer in Marketing, Newcastle University Business School

Innovations in online learning and teaching

Pre and post Covid: Observations and analysis of the impact of remote learning on accounting students

This case study analyses attitudes, engagement and performance under online learning and compares these with previous observations under classroom.  The case then examines student attitudes and performance under a hybrid module where students could attend live classroom teaching or access online recordings

Stephen McNamee CMBE, Course Director Postgraduate Diploma in Accounting, Ulster University


Critical reflection to develop resilient and adaptable professionals? Insights from cross-disciplinary pedagogic research into professional identity formation

By triggering transformative learning, critical reflection supports professional identity formation, fostering resilience and wellbeing among professionals. Building on this premise, our cross-disciplinary study sought to identify how to ‘do’ critical reflection effectively. It developed a framework of reflective resources, reflective practices, and reflective outcomes that enables educators to explain the practical steps promoting critical reflection and scaffold student learning.

Dr Stefanie Reissner, Reader in Management and Organization Studies, Newcastle University Business School

Dr Elizabeth Armitage-Chan, Reader in Veterinary Education, Royal Veterinary College

Supporting disadvantaged and underrepresented students

More than a wife and a mother: Do British women of South Asian origin study for business and management undergraduate degree to secure employment?

Lisa Rees-O'Donnell, Core Operation Lead - Business Undergraduate Studies, University of Bolton

Dr Imran Akhtar, Senior Lecturer - Research Coordinator, University of Bolton

Breakout Sessions



Student engagement with online learning

We use data from a number of modules to consider how student engage with online video and how this engagement is effected by a number of factors including the length of the video, the number of videos, and the week of the semester that the video is released

Dr Michael Reynolds, Teaching Fellow, University of Leeds

Innovations in online learning & teaching

What's going on in the WhatsApp group Chat? Peer learning in the third place 

My study of virtual study groups on a Distance Learning MBA found that permanent connectedness can make a difference to learning and relating with others online. Participants will be encouraged to critically evaluate the place of mobile-enabled technologies in the educational technoscape and consider ways in which they can leverage the affordances of such technologies in face-to-face and distance education.

Dot Powell, Director of Teaching and Learning Enhancement, Warwick Business School

Effective assessment & constructive feedback

Videos as a form of assessment in Economics

In this case study, we explore the suitability of student produced short videos as a form of assessment in more technical subjects such as Economics. Our data show that it is a valid form of assessment if juxtaposed to a traditional written exam and we argue that it is more effective in capturing the deeper levels of understanding students have gained

Dr Dimitrios Minos, Lecturer in Economics Education, King's College London

Developing enterprising, ethical and work-ready graduates

Beyond the pitch and plan: developing students enterprising competencies though working with early-stage new ventures

Enterprise education often focuses on idea generation, pitches and the development of business plans, yet many of the most significant challenges entrepreneurs will face are after the business launch. This session will focus on a masters module where students work with an early-stage new venture to assess the business’ situation, evaluate challenges and opportunities, and develop a strategy for growth.

Dr Adam Frost, Senior Lecturer in Enterprise and Entrepreneurship, University of Manchester


Global tourism and local solutions: Using community case studies in sustainability learning and teaching

We explore how HE programmes can contribute to students’ appreciation of local-to-global sustainability linkages. Based on focus groups with students who studied our Global Tourism and Local Solutions unit, we offer insights into the potential for case study pedagogies to facilitate students’ analysis of small-scale, local tourism business and consumer contributions that address global UN Sustainable Development Goals.

Dr Steven Rhoden CMBE, Head of Department, Manchester Metropolitan University

Mark McCulloch, Lecturer, Manchester Metropolitan University

Danielle Allen, Senior Research Assistant, Manchester Metropolitan University

Dr Adrian Morley, Research Fellow, Manchester Metropolitan University

Encouraging and engaging the student voice

Using freeform diaries to explore the experience of students at university

Professor Dan Herbert, Professor of Management Education, University of Birmingham

Rob Fleming, Senior Lecturer in Accounting, University of Birmingham

Tim Mason, Senior Lecturer in Accounting, University of Birmingham

Dr Sarah Montano, Deputy Director of Education (Digital), University of Birmingham

Nat Jordan, Head of Education Support, University of Birmingham


Developing enterprising, ethical and work-ready graduates

Policy concern about university students' online professionalism in the post-pandemic era in a UK context

Students unprofessional online behaviour becomes an emerging issue in higher education since we adopted online teaching. This paper focused on exploring the perceived views of academic tutors on unprofessional online behaviours of university students during the pandemic, and also the experiences of academic tutors in managing such behaviour in online environments.

Dr Xue Zhou CMBE, Associate Professor, Queen Mary University of London

Innovations in online learning and teaching

The criticality of blended communities in empowering learner transition in Higher Education

The authors will discuss the innovative project they have implemented around transition and reorientation of students into University life. In addition, they will reflect upon utilisation of e-technologies to enhance the process and to empower students to be employable, enterprising, digitally literate and socially aware individuals who understand how to work collaboratively in a multicultural and globally interconnected world.

Dr Casey Cross CMBE, Senior Teaching Fellow, Lancaster University

Anna Wos CMBE, Teaching Fellow in Marketing, Lancaster University

Roundtable Discussions

Game based learning as a measure for inclusivity

Board games particularly deal with traditional/instructional pedagogical methods (Sardone & Devlin-Scherer, 2016) through an experiential framework including  inclusivity within a diverse classroom composed of motor-divergent, Neuro-divergent and culturally diverse pupils. TEGA project (TEGA-Porject, 2022) identified 14 measures for inclusivity. We would like to discuss these measures within a workshop and explore how this resonate with the lived experience of the attendees.

 Dr Sara Hasani, Senior Lecturer in Project Management, London South Bank University


Achieving consistency and fairness in assessment grading through Artificial Intelligent

Often, the quality assurance of the assessment grading process in higher education does not fully address the inconsistency and unfairness issues it purports to address. This roundtable discussion explores how AI can be utilised to address these issues and how we ensure that students are not disadvantaged. We typically list all the authors that were included in the original submission as presenters. If some authors are not presenting, or there are others who will be involved, then please do let me know.

Dr Olatunde Durowoju, Senior Lecturer, Liverpool John Moores University


Using social media to sustain high quality education and student experience

This conversation aims to consider how social media could be used to support teaching and learning practices during and beyond the Covid-19 conditions. It suggests some practical approaches to using Social Media in a satisfying and sustainable way. It explores how social media could be deployed to promote high quality education and student experience and enrich business and management education.

Dr Mohamed Saeudy CMBE, Senior Lecturer in Accounting and Finance, University of Bedfordshire

Dr Madeleine Stevens CMBE, Senior Lecturer in Human Resource Management, Liverpool John Moores University


Mix them up, or scale it up? Doing employability and enterprise work outside and/or within the formal curriculum

Voluntary employability and enterprise initiatives often involve students working across year-groups, programmes and disciplines, undergraduate, postgraduate, home and international cohorts and academic and practitioner mentors. Student evaluations consistently emphasise the power of mixed teams. Student participants are however typically limited in number and self-selecting. To attempt to scale up these initiatives and provide access to all students by embedding them in the formal curriculum is strategically logical: but how and should a mixed, voluntary approach be preserved?

Dr Patrick McGurk, Associate Dean Education, Queen Mary University of London

11:10 - 11:40


Breakout Sessions


PechaKucha Presentations

Authentic assessment: lessons learnt and next steps

There are many advantages of authentic assessment, especially in terms of the student’s ability to apply theory to practice.  However, the challenge is how to implement these authentic assessments, especially within the context of increased workloads.  In this presentation, I will be reflecting on this conundrum together and will consider the outcomes of such an approach.

Dr Claire Ancient, Senior Lecturer, University of Winchester


Engaging in feedback conversations to improve the language and intent of feedback to lead to success for all students

Dr Amanda Miller CMBE, Department Education Lead, Manchester Metropolitan University


Towards a Language of Educational Patterns: Enriching the Student Experience through Proven Practice

Dr Iain Stalker, Senior Lecturer Institute of Management, University of Bolton

Rinkal Desai, Senior Teaching Fellow, WMG, University of Warwick

Encouraging and engaging the student voice

Encouraging the student voice during induction through playfulness: using to elicit conversation, laughter and understanding

This session will explore how we use Playmobil figures and items for students to model themselves, representing aspects of their personality and life during their first induction sessions. Workshop participants will appreciate how playfulness can allow for relaxed students and, candid dialogue can elicit great insight into our new students.

Karl McCormack, Senior Lecturer, Staffordshire University

Carol Southall, Head of Department of Business and Law, Staffordshire University

Effective assessment & constructive feedback

Making the language of assessment inclusive

Dr Cathy Minett-Smith CMBE, Association Dean Learning Teaching and Student Experience, University of the West of England

Dr Laura Bennett, Associate Director of Academic Practice, University of the West of England

Effective assessment & constructive feedback

When it comes to assessment and feedback - when where and how actually matters: Enhancing student engagement with assessment and feedback process through an embedded approach

Overemphasis on summative assessment can results in a number of issues such as: focusing on grades; not perceiving assessment as an affective vehicle for learning and limited value in delayed feedback. This presentation highlights the key learnings from Coventry University London where an institutional approach to embedding assessment and feedback within curriculum delivery design improved the overall student engagement and satisfaction with assessment and feedback.

Dr Hany Wells CMBE, Associate Dean Student Experience and Quality Assurance, Coventry University London

John Watkins, Head of Department, Coventry University London

Effective assessment & constructive feedback

The use of contextualised tests and academic debates as effective authentic assessment tools

Despite the growing consensus on the usefulness of authentic assessments in evaluating learning in higher education, good practical examples are limited. This study provides a detailed discussion on designing and implementing contextualised tests and academic debates in undergraduate Economics modules at UWE Bristol. The study also shares instructors’ reflections on the usefulness of these assessments as authentic assessment tools.

Dr Kobil Ruziev CMBE, Associate Head of Department, Bristol Business School

Innovations in online learning and teaching

The omnichannel revolution in executive education: a business school's perspective

Helen McKenna, Senior Lecturer, Ulster University Business School Professor

Jackie McCoy, Professor of Management Development, Ulster University Business School

Claire Shields (McNally), Director of Capability and Development, PwC Operate

Student health and wellbeing

Building belonging and persistence amongst Level 4 business school students

This case study will demonstrate how resilience training, embedded into the curriculum, combined with weekly peer mentoring from ‘Student Engagement Champions’, aids Level 4 students to connect and persevere during transition to Business School study. Outcome and resourcing data will be shared and discussed, allowing the model to be adapted or replicated.

Sara de Sousa, Student Success Lead, Hertfordshire Business School

Ann Campbell, Student Support Lead, Hertfordshire Business School


Sustainability: integrating into the marketing curriculum

Sustainability has been recognised to be included in all university activities for ensuring education for sustainable development. Previous studies have looked into this agenda from various angles, predominantly from a macro level of strategic HE management. A gap in pedagogical knowledge persists on the integration of sustainability within teaching programmes, especially in Marketing discipline. Hence, this will be the focus of our session. 

Julia Cook, Associate Professor in Marketing, De Montfort University

Rachael Mabe, University Teacher in Marketing, Loughborough University

Upskilling and reskilling the UK workforce

Delivering Organisational Performance and Interpersonal Excellence for Operational Leaders of tomorrow

Ruth Mercer CMBE, Lecturer and Course Director, Ulster University Business School

Stacey Irvine-Herald , Senior HR Business Partner, Danske Bank

Professor Gillian Armstrong CMBE, Director of Business Engagement, Ulster University Business School

Breakout Sessions


Innovations in online learning and teaching

Integrating learning workplace technologies in an undergraduate degree course

Students studying in a professional field are likely to use specialist workplace technologies in their future careers, so it is vital that they are provided with opportunities to learn these. This session will explain how Manchester Metropolitan University have partnered with Sage Qualifications in designing an innovative course which enables students to learn accounting software, providing them with regular automated but individualised feedback at each stage of their learning.

Kerry Patton CMBE, Senior Lecturer, Manchester Metropolitan University

Encouraging and engaging the student voice

Incorporating games, probes and props to tackle educational inequity of underrepresented student groups

This interactive workshop will highlight how the use of games, probes, and props can enhance student progression for underrepresented groups, by making learning participative and encouraging peer learning. This workshop will demonstrate the use of gemstones as a method to teach the value of diversity as well as using topic cards to choose, discuss and reflect on dissertation topics.

Dr Madeleine Stevens CMBE, Senior Lecturer in Human Resource Management, Liverpool John Moores University Business School

Leading learning and teaching teams

Being an effective programme leader: challenges, developments and opportunities

Programme leaders engage with a diverse range of stakeholders and are often placed in the role with little or no training or guidance beforehand. The workshop will provide an open forum for colleagues to discuss the challenges of programme leadership to gather a rich picture of the challenges programme leaders face and good practices that exist around programme leader development.

Dr Craig Robinson, Reader in Business Education, King's Business School

Effective assessment & constructive feedback

Welcome, interact and learn: analysis of a group assessment in a large class

This study is about a summative group assessment in a 2nd year Economics course. Opportunities to discuss and grasp key economic concepts was created by introducing this group assessment. This is a large class of more than 400 students, of whom a third are those who enter directly into the second year from a Feeder Institution. All groups comprised students from the Feeder institution as well as those who were not. Facilitating interaction between students from these diverse backgrounds is another important objective of the design. This study analyses the effectiveness of this group assessment.

Dr Geethanjali Selvaretnam, Senior Lecturer, University of Glasgow

Effective assessments & constructive feedback

Developing self-regulated learners using a unique reflective summative assessment

We will share a reflection-based summative assessment which created opportunities to self-generate inner-feedback and inculcate graduate skills. This is conducive for diverse learning styles and inclusiveness. Further, this directly interlinks formative and summative assessments so that students can engage with tasks they find challenging without feeling overwhelmed. This also increases students’ participation in formative activities which usually suffers from non-engagement.

Dr Lovleen Kushwah, Lecturer, University of Glasgow

Innovations in online learning and teaching

Placement without the place: an analysis of how placement year students adapted their learning through the pandemic

Leveraging qualitative diary data from undergraduate students undertaking online work placements during Covid, this presentation advances our knowledge of the benefits that a work placement can have on a student’s learning trajectory.  Compared to this prior work focused on on-site placement, our study yields an updated assessment on the skills that students self-report to have gained during their placement. We suggest that even after the pandemic, online work placements will continue to have a significant share of overall work placements offered, because of broader shifts in the post-pandemic world of work. As such, the insights of our study should have relevance beyond Covid-19 including a more accessible and inclusive model of employability for future generations.

Ian Hill CMBE, Lecturer (Education) in Work and Organisational Behaviour, King’s College London

Student health and wellbeing

Let's face the music: the impact of classroom music on student experiences and anxiety for non-specialist Accounting & Finance undergraduates

This case study trialled music in the classroom for non-specialist Accounting and Finance students, concluding that it can help reduce anxiety and improve student experience, engagement and perceived performance. Participants of this presentation will learn how music was introduced to seminars and the benefits and disadvantages of the technique, as identified through student questionnaires, research diary entries and focus groups.

Caroline Chartres, Senior Lecturer, Nottingham Business School


The role of Education for Sustainable Development (ESD) on management education practices: an empirical review from national and international cases

The focus on ESG (Education for Sustainable Development) is gathering a pace in third level education, none more so than in business and management schools.  This presentation will examine how two cases have tried to address and embed ESG into their core teaching and learning practices, focusing on both the challenges and opportunities that have been experienced.

Dr Shirley-Ann Hazlett, Senior Lecturer, Queen's Management School

Alaa Zahran, PhD candidate, Queen's Management School

Upskilling and reskilling the UK workforce

A spontaneous outbreak of education; Re-imagining level 7 leadership apprenticeships 

This case study explores how Newcastle Business School at Northumbria University have responded to the most recent shift to higher apprenticeships at level 7 by developing an innovative programme which supports apprentice work/life balance, creates widening participation opportunities, and foregrounds practice knowledge in its pedagogy.

Helen Charlton, Director of Education - LHRM Apprenticeships, Northumbria University

Alex Hope CMBE, Head Of Department: Leadership and Human Resource Management, Northumbria University

12:50 - 13:50


Breakout Sessions


Effective assessment & constructive feedback

Bringing the outside in

Providing a platform for a discussion on the involvement of practitioners in business schools the workshop will consider specifically the impact of practitioner involvement on those disadvantaged and underrepresented students who have little first-hand experience or exposure to business practitioners.

Dr Fran Hyde, Deputy Dean, Suffolk Business School

Developing enterprising, ethical and work-ready graduates

Involving industry experts in module design and delivery: learning from research into student, guest speaker and tutor experience

This workshop will share experience from an innovative approach to postgraduate module design, in which industry specialists were invited to design, develop and deliver an MSc Digital Marketing module. Students gained experience of live client briefs, while potential employers were able to share industry-relevant content. An additional benefit of this approach was the CPD experienced by the industry teams who worked on the project. This workshop will share insights from all parties involved in this initiative and provide tips on how this approach can be used in any area of business education

Dr Jayne Rodgers, Senior Lecturer in Digital Marketing and Digital Business, Teesside University

Developing enterprising, ethical and work-ready graduates

Enhancing graduate level employability outcomes and student engagement through accreditation of co-curricular skills-focussed activities

The ARU Certificate for Professional Development (ARUCPD) responds to the demands of employers and helps students showcase additional learning through accreditation of completed modules, with 91% of students saying that the ARUCPD has brought value to their CV. During the workshop, the authors will outline the operational structure of ARUCPD, explaining how the accreditation works, how to design modules and how to support student outcomes. The attendees should be able to use these principles to develop modules for their own institutions.

Dr Daniel Berger, Deputy Dean (Education), Anglia Ruskin University

Ekaterina Summally, Student Engagement and Development Coordinator, Anglia Ruskin University

Effective assessment & constructive feedback

Reducing complexity, increasing choice: students in the driver's seat for assessment design

This work in progress study focuses on a meaningful, successful, and low risk way to include students in the creation of assessments to support their own learning. Co-creation involving the entire group (unit or year cohort) of students has been overlooked so far. Bovill (2020) explored the issues of whole class co-creation in their studies and further suggests there is need to explore whole class co-creation in larger cohorts. The focus of this study is on whole class co-creation with an emphasis on diversity and inclusivity which also reflects the relevant student cohort.

Dr Alice Graeupl, Senior Lecturer in Tourism Management, Manchester Metropolitan University

Innovations in online learning and teaching

The use of robotic players in online games

We investigate how student perceptions and behaviour change when robotic players are used in short in-class games. Across treatments, we varied whether students knowingly or unknowingly played an online Prisoner’s Dilemma game against other students or robotic players. We find that cooperation in the game was significantly less likely when students knew that they were playing against a robot.

Dr Matthew Olczak, Senior Lecturer, Aston University

Jon Guest, Senior Lecturer, Aston University

Dr Robert Riegler, Lecturer, Aston University

Effective assessment and constructive feedback

Authentic Assessment as a Learning Vehicle: Developing Applied Knowledge through Problem-based Learning  

Presenting a case study of learning design that demonstrates how problem-based learning and authentic assessment can support students in their development of applied learning, citizenship and employability. Designed for a Social Media Marketing Module for Digital Marketing students, this pedagogically-underpinned learning journey encourages students to connect with social issues and use Social Media Marketing as a force for good.

Regine Freeman, Senior Teaching Fellow, University of Portsmouth

Mona Nassar, Senior Teaching Fellow, University of Portsmouth 

Tara Goddard, Director of Degree Apprenticeships (BaL) & Senior Teaching Fellow University of Portsmouth (in absentia)

Breakout Sessions


Effective assessment & constructive feedback

'So what is my tutor really looking for here?' - how students experience completing their final year assessments and the feedback they receive

This pilot study seeks to better understand the experiences and sense making of final year business students in relation to assessment and feedback. Several themes emerged from initial analysis, most resonant; strategic engagement, criteria uncertainty, privileging individual tutors perceived wishes, feedback anxiety, and a sense of ‘random fairness’.

Dr Richard Scullion, Senior Lecturer Business, Solent University (in absentia)

Sue Banger CMBE, Senior Lecturer, Solent University

Developing enterprising, ethical and work-ready graduates

Preparing students for graduate recruitment through business school curriculum innovation

This session will provide ideas for the design of curriculum content to meet the needs of graduates. It will outline approaches to embedding skills, aptitudes and competences, into the curriculum. Delegates will be invited to consider the next steps to apply these ideas at their own institutions.

Dr Maria Allen, Employability Lead and Principal Lecturer, Manchester Metropolitan University

Developing enterprising, ethical and work-ready graduates

Experiencing 'embedded employability': a co-designed framework for business schools

Dr Ian Smyth, Lecturer, Ulster University

Dr Paul Joseph-Richard, Lecturer, Ulster University

Effective assessment & constructive feedback

The assessment and feedback cycle for UKHE postgraduate management students at private HEI in Sri Lanka: a collaborative research project

Dr Hazel Messenger, Associate Professor, London Metropolitan University: Guildhall School of Business and Law

Ruwandi Perera, Lecturer, NEXT, Sri Lanka

Innovation in online learning and teaching

Use of digital escape rooms as a revision tool in higher education 

Escape rooms expose students to a relevant story that needs to be solved in groups within a limited time. As a number of Universities switched to online learning environments due to COVID-19 pandemic, it is important to understand the effectiveness of digital escape rooms. The aim of this research is to evaluate the effectiveness of digital escape rooms during a revision lecture in the context of management and marketing courses.

Dr Elvira Ismagilova, Assistant Professor in Marketing, University of Bradford

Dr Daniele Doneddu, Senior Lecturer in Business, Swansea University


Close of conference

Teaching entrepreneurship to students through experiential learning: the role of reflections as a source of learning and development

Dr Kingsley Obi Omeihe, Assistant Professor of Entrepreneurship and Management Practice, University of Aberdeen

Ibiyemi Omeihe, Assistant Professor of Entrepreneurship, University of the West of Scotland

Using learning logs as an assessment and formative feedback tool to enhance student learning

Josephine Van-Ess, Lecturer in Management, University of Sussex

Is academic advertising only for academics? A professional services perspective

The presentation will discuss the application of a Professional advising system at QMUL School of Business and Management and its effectiveness regarding student engagement, performance and retention.

Dr Androniki Triantafylli CMBE, Senior Lecturer in Accounting, Queen Mary University of London

Gamifying the virtual learning environment: a case study

Dr Rachel Williams, Senior Lecturer, Bristol Business School, University of the West of England

Dr Chloe Tarrabain, Senior Lecturer, Bristol Business School, University of the West of England

Using educational digital storytelling with multilingual and multicultural students: implications for enhancing learners' writing skills

The current study advanced the understanding of digital literacy development through EDS activities in multicultural and multilingual HE classrooms. The findings revealed that students improved their digital literacy regardless of their prior digital competence, enhanced their writing performance considerably through reflection on deep learning, and significantly increased their motivation. Finally, EDS strengthened students’ problem-solving and digital skills through experimentation.

Dr Eleni Meletiadou CMBE, Senior Lecturer/Course Director, London Metropolitan University

Collaborative Online International Learning (COIL) projects: supporting disadvantaged and underrepresented business students as a substitute for study abroad

Collaborative online international learning (COIL) is a way for two classes from two different countries to meet virtually and work on a project together, in cross-cultural teams. Thus, via COIL, every student in the class (not just those who are financially able to study abroad) can experience a virtual study abroad. Besides, disadvantaged, and underrepresented students are better engaged.

Dr Zlatinka Blaber, Associate Professor of Accounting, Salem State University

Iuliia Samoylik, Poltava State Agrarian University

Apprenticeship Design, Delivery and Management – The Lived Experience 

The digital, interactive poster highlights the University of Bedfordshire Business School’s developed good practice in Business and Management apprenticeship design, promotion, delivery and management, through experience of Senior Leader, Associate Project Manager and Project Manager apprenticeships.  Poster links include videos on apprentices’ feedback and the course team’s input on optimal delivery modes, proven apprentice support structures and recommended management practices.

David Williams, Senior Tutor, University of Bedfordshire Business School

Using Peer Assisted Learning/Mentoring and Translanguaging as Inclusive Learning Strategies for Undergraduate BAME, Mature and Multilingual Students in Business Schools

The current study explored the use of peer-assisted learning/mentoring and translanguaging as inclusive learning strategies in undergraduate education to support multilingual, BAME, and mature students’ transition into higher education institutions (HEI) and enhance their wellbeing in the post-Covid era. It suggests that HEI should move away from an elitist and exclusive mindset towards a more democratic and inclusive one.

Dr Eleni Meletiadou CMBE, Senior Lecturer/Course Director, London Metropolitan University

Badging employability: an adventure in innovation

Dr Terry O'Sullivan, Senior Lecturer in Management, The Open University Business School

Power of Peers: How to facilitate impactful peer learning with the Digital Peer Learning Hub

Dr Mike Cooray, Professor of Strategy and Transformation, Hult International Business School (Ashridge)

Dr Rikke Duus, Senior Faculty, UCL

Developing self-regulated learners using a unique reflective summative assessment 

We will share a reflection-based summative assessment which created opportunities to self-generate inner-feedback and inculcate graduate skills. This is conducive for diverse learning styles and inclusiveness. Further, this directly interlinks formative and summative assessments so that students can engage with tasks they find challenging without feeling overwhelmed. This also increases students’ participation in formative activities which usually suffers from non-engagement.

Dr Lovleen Kushwah, Lecturer, University of Glasgow

Paulina Navrouzoglou, Lecturer in Economics, University of Glasgow

Wenya Cheng, Lecturer in Economics, University of Glasgow

The Experiential Learning Platform,, in Accounting & Business Education

The aim of this presentation is to introduce instructors of accounting and business to the online experiential learning platform from Canada, University instructors and their classes can partner with a business entity and complete an actual project for the business. Students receive a mark (grade) for the project either individually or in teams.

Dr Zlatinka Blaber, Associate Professor of Accounting, Salem State University

Barry Palatnik, Associate Professor of Accounting, Stockton University

Danai Arnaoutaki, Accountant, Institute of Chartered Accountants of Greece (IESOEL)

The 2022 Gala Dinner takes place at Titanic Belfast
1 Olympic Way, Queen's Road, Titanic Quarter, Belfast, BT3 9EP

The Gala Dinner is an excellent opportunity for informal networking with fellow participants. This year the Dinner takes place at the world famous Titanic Belfast museum.

Located beside the Titanic Slipways, the Harland & Wolff Drawing Offices and Hamilton Graving Dock – the very place where Titanic was designed, built and launched, Titanic Belfast tells the story of Titanic from her conception, through her construction and launch, to her maiden voyage and subsequent place in history.

Dinner Speaker: Dan Gordon

Dan is an Actor, Director, Writer and Documentary Maker. He has performed his plays ‘The Boat Factory’ and ‘Frank Carson – A Rebel Without a Pause’ in Belfast, London, Edinburgh Fringe and New York. He has also written eight plays for children. Recently he directed ‘Mrs. Jones’s Diary’ for Sheridan Productions (touring NI/ROI), wrote and directed ‘It’ll Never Happen Here’ for the anniversary of the Belfast Blitz for W5 Interactive Discovery Centre at Belfast Odyssey and appeared in a live revival of the popular 50’s radio show ‘The McCooeys’ at The Grand Opera House Studio Belfast. He directed ‘the short film ‘Surprise’ for Brassneck Theatre Company and appeared in the shorts ‘Rat’ and yet to be screened ‘Shopped’ for BBC 4. He is a regular performer in BBC NI’s comedy series ‘The Paddy Raff Show’ and has just finished filming on the second Series of the BBC Drama ‘Bloodlands’.

A trustee of Arts and Business NI for many years he is a passionate advocate and lobbyist for the Arts. He has served as trustee of The Lyric Theatre, Actor’s Equity Committee and as an Associate Artist for the Prison Arts Foundation. He is Patron of Bruiser Theatre Company regularly lending his support to the Youth Justice Agency, Probation Board NI, NIACRO and the Integrated Education Fund. He presents and co-authors television and radio documentaries and is a weekly columnist for the Sunday Life Newspaper.

Entertainment Sponsor: Ulster University Business School

Conference themes

1 | Innovations in online learning and teaching
How business schools are using technology to sustain high quality education and student experience, and new ways in which technology can be used to enrich business & management education over the long term.

2 | Effective assessment & constructive feedback
Boosting student attainment and engaging students in their learning by using new and inventive forms of assessment and feedback, and revitalising tried and tested methods.

3 | Developing enterprising, ethical and work-ready graduates
Helping students gain meaningful employment in today’s tough marketplace through collaborations with employers, enterprise education, responsible management education, and other employability focused strategies.

4 | Student health and wellbeing
Effective ways in which business schools are supporting the health and wellbeing of students, and how the pandemic is reshaping the provision of academic and pastoral care.

5 | Supporting disadvantaged and underrepresented students
Tackling educational inequity, technology deprivation and improving the retention, progression and attainment of black, Asian and minority ethnic students, disabled students and other disadvantaged and underrepresented groups.

6 | Encouraging and engaging the student voice
Facilitating candid and constructive dialogue with students to shape business and management education, assessment and business school strategy.

7 | Upskilling and reskilling the UK workforce
How postgraduate programmes, executive education, business growth programmes and apprenticeships are helping businesses of all sizes navigate uncertain market conditions; and how business schools are contributing to the public good.

8 | Sustainability
How business schools are responding to the climate emergency and working to make business & management education more sustainable and responsible.

9 | Leading learning & teaching teams
Strategies that have supported business & management educators through the stress and exhaustion of the past academic year; and ways to nurture staff wellbeing, resilience and professional development in the year ahead.

Conference Formats

  • Engaging developmental workshops
  • Innovative case study presentations
  • Pedagogic research presentations
  • Candid roundtable discussions
  • Bite-size PechaKucha presentations
  • On-demand pre-prepared sessions

We are tremendously grateful to our LTSE Committee and our Volunteer Peer Reviewers for helping to formulate and shape the programme for LTSE 2022.

We received more than 190 submissions for LTSE 2022. To ensure that the conference programme is of the highest quality each submission was peer reviewed by the Chartered ABS's Learning, Teaching & Student Experience Committee (click here) and members of the wider business & management educator community.

Volunteer Peer Reviewers for LTSE 2022:

  • Hadi Abulrub, University of Bristol
  • Maria Allen, Manchester Metropolitan University
  • Emmanuel Arakpogun, Newcastle Business School, Northumbria University
  • Elaine Arici, Nottingham Business School
  • Alicia Arribas, Alliance Manchester Business School
  • Nuno Arroteia, De Monfort University
  • Chris Barlow, University of Liverpool Management School
  • Jacqueline Brodie, Edinburgh Napier University
  • Elizabete Cardoso, University of Bath
  • Grace Carson, Queen's University Belfast
  • Dora Chan, Sheffield Hallam University
  • Anthi Chondrogianni, University of Bristol
  • Lisa Clark, Anglia Ruskin University
  • Melanie Currie, Nottingham Business School, Nottingham Trent University
  • Sara de Sousa, University of Hertfordshire
  • Katharina De Vita, University of Greenwich
  • Riccardo De Vita, University of Greenwich
  • Ourania Dimitraki, University of Bedfordshire
  • Jing Du, The University of Birmingham
  • Catherine Elliott, Manchester Metropolitan University
  • Ahmed Elmasry, Coventry University
  • Aniekan Essien, University of Sussex
  • Wilfrid Flanda, The University of Westminster
  • Monika Foster, University of Sunderland
  • Colin Fu , University of Surrey
  • Alice Graeupl, Manchester Metropolitan University
  • Anita Gill, Coventry University
  • Sara Hasani, London South Bank University
  • Richard Howarth, Nottingham Business School, Nottingham Trent University
  • Felicetta Iovino, University of London
  • Angela Izah, University of Leicester
  • Paula Karlsson-Brown, University of Glasgow
  • Epameinondas, Katsikas, Kent Business School
  • Aikaterini Koskina, Keele University
  • Marios Dominikos Kremantzis, University of Southampton
  • Jaya Kypuram, University of East London
  • Becky Lees, Kingston University
  • David McCausland, University of Aberdeen
  • Heather McLaughlin, De Montfort University
  • Chris Midgley, Manchester Metropolitan University
  • Amanda Miller, Manchester Metropolitan University
  • Philip Murray, University of Surrey
  • Natasha Mwila, De Montfort University
  • Mona Nassar, University of Portsmouth
  • Nick Naumov, University of Northampton
  • Hang Nguyen, University of Huddersfield
  • Bridget Ogharanduku, Sheffield Business School
  • Charles Oham, University of Greenwich
  • Matthew Olczak, Aston University
  • Christine O'Leary, Sheffield Hallam University
  • Ijeoma Onwumere, Manchester metropolitan university
  • Andrew Paddison, University of Strathclyde
  • Viktor Pekar, Aston University
  • Patricia Perlman-Dee, Alliance Manchester Business School
  • Georgy Petrov, Queen Mary University of London
  • Keith Pond, Loughborough University
  • Natalie Read, Nottingham Trent University
  • Christine Rivers, Surrey Business School
  • Jayne Rodgers, Teesside University
  • Nicola Scull, The London Institute of Banking & Finance
  • Susan Smith, University of Sussex Business School
  • Simon Sneddon, University of Northampton
  • Yontem Sonmez, Manchester Metropolitan University
  • Danielle Talbot, Coventry University
  • Alison Truelove, University of Exeter
  • Shajara Ul-Durar, Nottingham Trent University
  • Josephine Van-Ess, University of Sussex
  • Lisa Wakefield, De Montfort University
  • Kamila Walters, University of Brighton
  • Andrea Ward, University of Derby
  • Helen Williams, Cardiff Business School
  • Chris Wilson, School of Business and Economics
  • Emilia Yaroson, Liverpool Hope University
  • Mazia Yassim, University of Greenwich


Programme Sponsors

mgraw hill

Conference Supporters

Get in touch

Website: Pearson UK

LinkedIn: Pearson Higher Education UK & Europe

Twitter: @Pearson_UK

Vicky Tubb
Product Manager - Management and Law, Pearson


At Pearson, our purpose is simple: to add life to a lifetime of learning. We believe that every learning opportunity is a chance for a personal breakthrough. That’s why our c.20,000 Pearson employees are committed to creating vibrant and enriching learning experiences designed for real-life impact. We are the world’s leading learning company, serving customers in nearly 200 countries with digital content, assessments, qualifications, and data. Click here for further information.

Get in touch




McGraw Hill

McGraw Hill is a global pioneer in educational content, assessment, training, and platform innovation; and is one of the world’s largest educational companies, with products and services in more than 60 languages and 130 countries. A trusted and iconic brand that students and professionals depend on to meet the demanding educational needs of a rapidly changing world, we are focused on creating solutions that deliver real value and support your teaching and learning goals whether at primary, secondary, tertiary levels or beyond. We share your passion for learning and are committed to helping students reach their full potential. Our engaging learning solutions combine trusted content, powerful educational technology, outstanding support and flexible purchase options to drive meaningful outcomes.

Business Smart International

Business Smart International provides innovative and interactive business simulations and learning games that teach students, future employees and future managers, business acumen and leadership skills for enhanced employability and alignment to the corporate world.

We are global leaders in business simulations and have worked with 300+ corporate clients in all vertical sectors, and 20+ business schools, delivered across over 85 countries.

What We Do: 

Our goal is to provide an interactive way to develop and hone business and leadership capabilities within Business Schools, with the goal of improving student engagement and ultimately, employability.

The Business Smart online training programmes use a blend of simulations, gamification, and interactive team-based scenarios. These business acumen and leadership business simulations are based on real businesses, with real analytics and business reports, to imitate real decisions, with differing outcomes, within a storyline-based structure and learning framework.

We offer a range of cost effective, easy to use, off-the-shelf, business simulations for a seamless integration to any existing curriculum, for delivery online, through workshops or lectures or a blend of both, structured to work within term timeframes.

Click here to visit our website

Get in touch


Twitter: @investorsims

Finance Lab Pro is an experiential learning resource that improves and enriches learning and employability. The simulation uses the unique dynamics of investing to develop students’ knowledge and key skills.

The accompanying Investus workshop uses the challenge of working to meet a client’s objectives as a way of developing communication, collaboration and leadership skills. A supporting Key Competencies assessment tool measures progress in the development of these skills.

These flexible learning tools support Business Schools’ academic, enrichment and outreach work:

  • Finance and Business courses
  • employability skills development
  • schools outreach projects
  • marketing and recruitment events
  • online international partnerships
  • open day events and induction activities

SAGE Publishing

SAGE is a global academic publisher of books, journals, and a growing suite of library products and services.

Driven by the belief that social and behavioral science has the power to improve society, we focus on publishing impactful research, enabling robust research methodology, and producing high quality educational resources that support instructors to prepare the citizens, policymakers, educators and researchers of the future. We publish more than 1,000 journals and 900 new books globally each year, as well as library resources that include archives, data, case studies, video, and technologies for discovery, access, and engagement. SAGE’s founder, Sara Miller McCune, has transferred control of the company to an independent trust, guaranteeing its independence indefinitely.

Get in touch




Talis Education

Talis Elevate is a collaborative annotation tool that builds discussion activity directly into heart of resources used in teaching, spanning text based documents, image based content, audio, video, digitisations, and 3rd party content like YouTube.

Students can engage in different ways; privately, collaboratively, anonymously, emotively, supporting a variety of student preferences to resource usage, lowering barriers to entry for student engagement.

Underpinning all of this, Talis Elevate provides new levels of analytical insight for academics and students, helping academics make informed decisions in real time around their teaching practice, learn more about student interaction, and to identify who may need more support.


Founded in 1994, VitalSource is the leading education technology solutions provider committed to helping partners create, deliver, and distribute affordable, accessible, and impactful learning experiences worldwide. As a recognised innovator in the digital course materials market, VitalSource is best known for partnering with thousands of publishers and institutions to deliver extraordinary learning experiences to millions of active users globally. Today, we’re committed to powering new, cutting-edge technologies designed to optimise teaching and learning for the 21st century.

25% Group Booking Discounts available


Not sure whether your institution is a member? Full list available here.

  • Full conference with Dinner - £479
  • Full conference without Dinner - £429
  • Single day with dinner - £369
  • Single day without dinner - £309
  • Two participants for full conference with Dinner - £839 (save 25% on the second place)
  • For groups of 3 or more participants or for bespoke combinations of tickets please contact


Universities, public sector, commercial

  • Full conference with Dinner - £599
  • Full conference without Dinner - £549
  • Single day with dinner - £459
  • Single day without Dinner - £389

Important: Non-member organisations are are allowed a maximum of two tickets. If you wish to bring more people to the conference please contact Oliver Lowe to discuss sponsorship opportunities


Those whose submissions are accepted for LTSE 2022 will be entitled to discounted presenter rates.

  • Full conference with Dinner - £379
  • Full conference without Dinner - £329
  • Single day without dinner - £240
  • Two participants for full conference with Dinner - £659 (save 25% on the second place)
  • For groups of 3 or more participants or for bespoke combinations of tickets please contact

Transfers, Cancellations and full Terms & Conditions - click here

Pay your CMBE subscription with your LTSE 2022 ticket

You can pay for your annual CMBE subscription when you register for LTSE 2022. Once your submitted application has been approved, make sure you're logged in to the Chartered ABS website and register for LTSE 2022 via this page by selecting the option that includes your CMBE subscription fee.

If you are renewing an existing subscription and would like to make payment alongside LTSE 2022, please first complete your End of Year Declaration. Once complete, make sure you're logged in to the Chartered ABS website and register for LTSE 2022 via this page by selecting the option that includes your CMBE subscription fee.

This years’ conference takes place at:

ICC Belfast
2 Lanyon Place

Click for directions

We will ensure that the necessary health & safety measures are in place. If you have any particular concerns then please contact Oliver Lowe.

Participants are responsible for making their own travel and accommodation arrangements for the conference. Please find below some hotels near to the conference venue:

Hilton Belfast Hotel. This hotel is adjoined to ICC Belfast (the conference venue)

Malmaison Belfast. This hotel is a 9 minute walk from ICC Belfast (the conference venue)

Premier Inn Belfast City Cathedral Quarter Hotel. This is a 10 minute walk from ICC Belfast (the conference venue)

Ramada by Wyndham Belfast. This hotel is 13 minute walk away from ICC Belfast (the conference venue)

Ibis Belfast City Centre. This hotel is 17 minute walk away from ICC Belfast (the conference venue)

Contribute towards your commitment to developing your teaching practice

Meeting your CPD commitment

If you're a CMBE, you can claim units towards your CPD commitment by presenting and/or attending LTSE 2021. 


Presenting at the Online Festival is an excellent way for educators who hold the CMBE to contribute to their commitment to continuing professional development; the development of others, and the advancement of business and management education.

You can claim CPD units towards your CMBE commitment for the time you spend developing and delivering your presentation.

Depending on your presentation format, you could accrue CPD units towards Imparting knowledge or Scholarly outputsView the CMBE activities weighting table here.


You can accrue CPD units towards 'Event participation' by attending the conference.

Become a CMBE

If you’re not yet a CMBE, you can find out more and apply here.

The CMBE gives business and management educators a recognised professional designation and a framework for continuous professional development. The scheme supports educators to further develop their teaching practice and helps to advance the quality of business and management education in higher education.

By becoming a CMBE before the Learning, Teaching & Student Experience conference, you can claim towards your CPD commitment by presenting and/or attending the conference.

You can pay for your annual CMBE subscription when you register for the Festival. Once your submitted application has been approved, you can login to the Chartered ABS website and register via the Learning, Teaching & Student Experience Event Page by selecting the option that includes your CMBE subscription fee.

Join a worldwide movement of educators committed to developing their teaching practice.

Presenter FAQs

If you are presenting at LTSE 2022 you need to use the format for which your submission was originally accepted (eg Research Paper Presentation, Roundtable etc) unless otherwise agreed with the Chartered ABS.

If you are unsure about the format you should be using please contact Oliver Lowe (

Formats for sessions at LTSE 2022

Research Paper Presentation

Presenting a research paper is a valuable way of presenting the findings of a completed project or gaining feedback about an on-going piece of work.
Research paper sessions involve a 20 minute (max) oral presentation followed by 10 minutes Q&A.

Case Study Presentation

Delivering a Case Study Presentation is a great way of sharing an innovation or example of good teaching practice with colleagues.Case Study Presentations involve a 20 minute (max) oral presentation followed by 10 minutes Q&A.


Facilitating a workshop is a great way of delivering practical learning to fellow educators. Workshops should be highly interactive and can include panel discussions and group work. Workshops are not suitable for the delivery of Case Study-style presentations.Workshop duration: 30 minutes

PechaKucha Presentation

PechaKucha Presentations consist of a rolling loop of 20 slides each displaying for just 20 seconds. That's 6 minutes 40 seconds in total. What makes for a great PechaKucha presentation? Click here.

PechaKucha Presentation slide decks must be submitted to the Chartered ABS in advance of the conference. Any presentation that has been accepted for the conference but does not confirm with the official PechaKucha format will be changed to a Digital Pre-Record session.

Deadline for PechaKucha Presentations: 17:00 on Tuesday 17 May

Roundtable Discussion

Roundtable Discussions offer opportunities for a discursive exploration of practice-based issues and topics of common interest. Because roundtable discussions are opportunities for interactive, free-flowing discussion we do not require as much information in the submission as with the other submission types.Roundtable Discussion duration: 30min

Digital Pre-Record

A Digital Pre-Record submission is anything which is prepared in advance of the conference and available to participants asynchronously through the conference app. Examples of Digital Resource submissions are video presentations, posters and podcasts.Digital Pre-Record submissions that are accepted for LTSE 2022 must be pre-recorded and sent to the Chartered ABS in advance of the conference.

In the interests of sustainability LTSE 2022 will be paper-free and all information will be communicated via the conference app. If you would like to share your slides (or handouts) with participants, then please send them to us through the form below by 9:30am on Wednesday 18 May.

Please note:

  • All documents must be sent in PDF format. Only PDFs will be shared through the app.
  • Only documents received by the deadline date will be uploaded to the app. We won’t be able to replace documents with updated versions so please only send through final versions
  • If a document is added to the app it will be available to participants from the start of the conference. If you don’t want your slides to be available until after your session then please don’t send them through. Instead, submit them through the online form that will be available from Thursday 26 May.

About you

Ensure this exactly matches the title of the session as it appears on the LTSE 2022 conference programme to avoid your document(s) being misfiled on the app.
You can upload your PPT and/or additional information about your session to share with participants through the app. All documents must be uploaded as PDFs
Drop files here or
Accepted file types: pdf, Max. file size: 40 MB.

    Digital Pre-Records

    A Digital Pre-Record is anything which is prepared in advance of the conference and available to participants asynchronously. Examples of Digital Resource submissions are video presentations, posters, PechaKucha presentations and podcasts. You are free to submit your Pre-Record in one of two ways:

    1. As a Presentation Video
    2. As a single page PDF poster

    Please send the final version of your Digital Pre-Record to Oliver Lowe ( no later than 14:00 on Wednesday 11 May.

    Presentation Video

    • Create your video using either Microsoft PowerPoint or Apple Keynote.

    PowerPoint -

    Keynote -

    • Use no more than 5 slides and restrict the overall running time to 10min.
    • Make sure each slide is clearly laid out and text and images are well organised and not overcrowded

    If you need some inspiration please take a look at the resources below:

    Single Page PDF Poster

    • Create your single-page poster presentation in PowerPoint or Keynote using a horizontal 16:9 ratio. Remember to save it as a PDF before submitting it
    • Make sure that text and graphics are clear so that they can be viewed on screens of various sizes
    • Include the full title of your poster somewhere prominently on the poster

    The call for submissions for the LTSE 2022 Conference Proceedings will open shortly.