Editorial Team

Dr Alicja Syska, University of Plymouth (Co-Lead Editor)

Alicja has been leading the JLDHE since 2019. She is a Learning Developer at the University of Plymouth where she also lectures in History and Education. She is an Advance HE Senior Fellow (SFHEA) and an ALDinHE Certified Leading Practitioner (CeLP). She is interested in visual pedagogies and writing development, the act of publishing and public scholarship, as well as the issues involved in facilitating learning on the fringes of Education as a discipline and its impact on professional identity. She co-hosts the Learning Development Project podcast. 

Prof. Gita Sedghi, University of Liverpool (Co-Lead Editor)

Gita is a Professor of Chemistry Education at the University of Liverpool. Gita’s involvement in pedagogical research and learning & teaching innovations both within her discipline and more widely has been recognised by her Principal Fellowship and National Teaching Fellowship of Advance HE. Gita’s research is focused on peer assisted learning, inclusive teaching & learning, and online assessment and formative feedback to enhance students’ performance and experience.

Dr Katharine Jewitt, The Open University (Technical Editor)

Katharine is an interdisciplinary Research Fellow, Lecturer and Educational Technology Consultant. She is Fellow of the HEA, RSA and Co-Chair of the UNESCO Inclusive Policy Lab Education and Digital Skills E-Team. Research activities are in Technology Enhanced Learning (TEL), learners' experiences and uses of technology in learning, mobile learning environments, computer supported collaborative learning (CSCL), learning in virtual, augmented and mixed reality.

Dr Craig Morley, University of Chester (Social media)

Craig is a Head of Academic Skills at the University of Chester. He joined the editorial board of the Journal of Learning Development in Higher Education in 2018. Craig’s own research interests focus on academic reading, embedding strategies and social learning; he has published articles and presented at conferences on these subjects. He completed his PhD in Ancient History at the University of Liverpool in 2015 and earned Senior Fellowship of the Higher Education Academy in 2020.

Cathy Malone, Leeds University (Community Writing)

Cathy is an Academic Development Consultant at Leeds University and a Senior Fellow of Advance HE. She spent the first 15 years of her career as a TESOL tutor with stints in Greece, Hungary and Japan. In the UK she has worked in a range of Learning and Educational Development roles over the years. Cathy is particularly interested in writing development and collaborative practices across teams and communities. These interests converge in her work as an editor for JLDHE in exploring novel writing opportunities and supporting ‘writing up’ our practice as a community.

Dr Eleanor Loughlin, Nottingham Trent University (Reviewers)

Eleanor is a Researcher Development Consultant at Nottingham Trent University and has been on the editorial board for the Journal of Learning Development in Higher Education since 2019. Previously she was the Manager of the Academic Skills Programme at Durham University, providing training and support on developing the skills students and researchers need to succeed at university. Eleanor is an Advance HE Fellow and has researched and published on research, academic and employability skills development, studying online and the transition to university. 

Dr Nicola Grayson, University of Manchester (Reviewers)

Nicola is a Learning Developer at the University of Manchester. Previously she has worked as an Associate Lecturer in Philosophy at Manchester Metropolitan University. She joined the editorial board of the Journal of Learning Development in Higher Education in 2020. Nicola’s areas of expertise include widening access to education, researcher development and measuring the impact of learning interventions. Nicola is has a Postgraduate Certificate in Higher Education and is a Senior Fellow of the Higher Education Academy; she is passionate about the pursuit of knowledge and supporting others.

Dr Jennifer Hillman, Open University (PGR/ECR Authors)

Jenny is a Senior Manager in the Personal Learning Advice Service at the Open University. Previously, she has worked in Learning Development (coaching and mentoring) roles at the University of Cumbria and Blackpool and the Fylde University Centre, and as a Lecturer in History at the University of Chester. Jenny's interests are in widening participation, student wellbeing and helping those currently underrepresented in Higher Education to achieve their goals. Jenny also publishes in the field of early modern French history. She joined the editorial board of the Journal in 2020.

Dr Carina Buckley, Solent University 

Carina leads the learning design team at Solent University, with responsibility for supporting the development of active and inclusive learning. She is an Advance HE Principal Fellow (PFHEA) and an ALDinHE Certified Leading Practitioner (CeLP), and she convenes ALDinHE's Leadership Community of Practice. Her interests include professional identity and the role of writing and publication in that, and she co-hosts the Learning Development Project podcast. She joined the editorial board of the Journal in 2022.

Dr Lee Fallin, University of Hull

Lee works as a Lecturer in Education Studies at the University of Hull. He has ten years of experience working as a Learning Developer for the University Library and is an ALDinHE Certified Learning Practitioner. Lee is a Senior Fellow of the Higher Education Academy, a Microsoft Certified Educator and a Microsoft Innovative Educator Expert. Lee has an EdD in Education, a PG Cert in eLearning and is working towards his PG Cert in Academic Practice. His research interests focus on the intersections between education and geography, inclusive of physical and digital spaces. His current research interests include learning spaces and communities, inclusive digital practice, research methodologies and geographies of place. 

Dr Tom Lowe, University of Portsmouth

Profile information to follow.