Every year, the journal publishes special issues that are guest edited. Below are the profiles of our Guest Editors and links to read the special issues.
No. 37 (2025): Special Edition, ALDinHE Conference Proceedings and Reflections
Read the ALDinHE Conference Proceedings and Reflections.
Vienne Lin is a doctoral researcher in the Department of Education at the University of Bath. Her research interests include willingness to communicate, class participation, assessment transparency, and pedagogic research. She is the recipient of the Doctoral Recognition Award – Student Award in 2023, 2024, and 2025, as well as the Outstanding Student Contribution to Language PAL and the Peer Support Champion in 2025. She is also a research associate in the Centre for Learning Enhancement And Research at the Chinese University of Hong Kong.
Dr Amrita Majumdar is an accomplished academic leader and higher education administrator with over 16 years of experience in teaching, research, and academic governance. Currently serving as Registrar and Associate Professor at Jharkhand Rai University, Ranchi, she plays a pivotal role in steering the university’s academic operations, policy implementation, and regulatory compliance. She holds a Ph.D. in Management, and her scholarly work includes numerous publications in UGC-listed and peer-reviewed journals, book chapters in Scopus-indexed volumes, an authored book, and two published patents in the field of HRM and employee morale. Her extensive contributions to higher education have earned her accolades such as the Best Researcher Award (2019) and the Women Excellence Award in Management (2020).
Sriram Rajagopal has been teaching since 2001. He is currently Senior Lecturer at Southampton Solent University. Previous to this, he worked on ships as a marine deck officer, and in the corporate sector as a marine superintendent. He was a simulator instructor and lecturer at Anglo Eastern Maritime Training Center since 2008, and has taught across the world including India, UK, Philippines, China and Australia. He enjoys the one to one interactions that a classroom environment engagingly provides, and likes to use different teaching and learning methods to improve students’ learning experiences.
Aysha Ahmed is an Associate Professor at Prince Sultan University, Riyadh, where she teaches on the Foundation Year Law Program. She holds an LL.B (Hons) in Law and an LL.M in Corporate Governance from the University of Manchester, UK. Her academic career includes teaching roles at Arden University, King’s College London, and Manchester Metropolitan University, where she has worked with diverse cohorts of foundation year/undergraduate bilingual students. Her research bridges corporate governance and higher education. Some valuable publications and projects include comparative corporate governance, shareholder activism, and corporate environmental responsibility, alongside a growing focus on AI regulation in education. She is also passionate about advancing research in the area of student engagement, digital pedagogies, and student motivation in the EAP classroom.
Rohit Warikoo has built a career spanning banking, business improvement, and higher education, combining professional practice with academic leadership. Holding an MBA and recognised as a Fellow of the Higher Education Academy (FHEA) and the Chartered Management Institute (FCMI), he has served as Lecturer and Head of School, where he has led on curriculum development, academic leadership, and organisational strategy. With extensive experience in leadership and management, he is committed to advancing inclusive and innovative educational practices. Currently a PhD researcher, his work examines technology-enhanced learning with a particular emphasis on gamification and its role in fostering engagement and motivation higher education. Beyond his doctoral research, Rohit’s professional interests include change management, leadership resilience, and the integration of emerging technologies in organisational contexts.
Dr Rebecca (Becky) Randles is a Lecturer in Psychology at Arden University. She has extensive experience in both qualitative and quantitative research methods and is particularly interested in how students develop skills beyond their subject area, such as critical thinking and problem-solving, an area she explored in her PhD. Previously, she was a senior researcher at the Westminster Centre for Research in Veterans, focusing on health inequalities in the British Armed Forces, for which she has numerous publications and received a research award from Forces in Mind Trust. Becky also has a strong interest in student cognition, the role of AI in the curriculum, and research ethics and integrity.
Dr Buxi Duan is an Academic Coach at Learning Enhancement and Academic Practice, Buckinghamshire New University. His work focuses on data-driven approaches to identifying at-risk student groups and providing targeted coaching to strengthen students’ academic skills and nurture a greater sense of ownership over their learning process. Before joining BNU, Buxi got his PhD in English Literature and worked as a postdoctoral research fellow at the University of Birmingham. Alongside his research and teaching in learning development, Buxi is a literary scholar specialising in modernist studies and archival research. He is also a member of the Association for Learning Development in Higher Education and a Fellow of the Higher Education Academy. Social media: Bluesky: @buxiduan.bsky.social; X (formerly Twitter): @buxi_duan; LinkedIn: Buxi Duan
Dr Raghda Zahran is a distinguished expert in AI within higher education, a certified Disciplined Agile Senior Scrum Master, and an Advanced-HE Senior Fellow. She is driven by a passion for creating democratic and collaborative environments that inspire innovative learning ideas and activities. Her work empowers academics and students to achieve digital autonomy while embracing emerging technological opportunities. Renowned for her exceptional ability to simplify complex AI concepts and translate them into practical, impactful solutions, Raghda has motivated individuals and organisations to unlock the potential of data-driven business and artificial intelligence. Devoted to promoting the synergy between natural intelligence and AI, she advocates for the responsible and thoughtful integration of technology in education and beyond. In recognition of her consistent efforts to drive change and collaboration in Learning Analytics, Raghda was honoured with the JISC Community Pioneer Champion Award in 2025. Her contributions, including hosting events and sharing best practices, have transformed the way data is used to enhance the student experience.
Suparna Ghose has over 15 years commercial and teaching experience in UK HE as associate lecturer, projects supervisor and academic mentor. She is a highly experienced learning practitioner bringing industry perspectives to education and has a deep understanding of industry-based curriculum design and assessment strategies. Suparna holds a deep belief in education as a vehicle for raising aspirations, addressing talent gaps and enabling social mobility. She has worked with nearly a thousand students from 18 year olds to mature learners in their 50s. Many of these students are work based, employed in the armed forces, construction, healthcare and life sciences sectors. Suparna is based in Cambridge, UK and travels to India regularly.
Nikita Bridgeman is a Lecturer in Business Operations and Systems at Sheffield Hallam University, leading on food-based business modules within the Sustainable Futures and Supply Chain division. With teaching experience across Secondary, Further, and Higher Education, she has developed a sustained interest in learning development and is involved in multiple research projects focused on supporting teaching-focused academics. Alongside her lecturing role, Nikita sits on the advisory group for the Researcher Education and Development Scholarship (REDS) conference and has recently joined the editorial board of the Student Engagement in Higher Education Journal (SEHEJ).
No. 35 (2025): Special Edition, Liberating Learning
Read Liberating Learning.
Martin Compton has over 30 years of experience as an educator, teaching across secondary, further and higher education sectors in the UK and abroad. Following roles at the University of Greenwich and University College London (UCL), he joined King’s College London in 2023. Martin focuses primarily on exploring the educational implications of artificial intelligence. As the university lead for AI in education, he supports colleagues and students in critically reviewing and innovating teaching, assessment and feedback, whilst championing a ‘freedom to learn’ philosophy.
Rebecca Lindner is Deputy Director of King’s Academy, the academic development centre at King’s College London, where she focuses on educational leadership, professional development for education-focused academics, and education scholarship. She has taught across a range of humanities disciplines and held academic and leadership roles at University College London, the University of Oregon, and Amsterdam University College. Rebecca’s work explores widening participation, staff and student wellbeing, leadership resilience, and curriculum innovation, and she has led projects funded by Research England, the Office for Students, the Calderwood Foundation, and Circle U. European University Alliance.
No. 33 (2025): Special Edition, Third Space in HE
Read Third Space in HE.
Kelly Louise Preece is the Head of Educator Development at the University of Exeter, where she oversees the Educator Development Team and supports the Education Leadership Team in achieving the goals of the Education Strategy. With 15 years of experience in higher education, Kelly Louise has held roles as an academic, researcher, and Researcher Developer. She also directs the EduExe Framework, accredited by Advance HE, which includes the ASPIRE Professional Recognition Pathway and Learning and Teaching in Higher Education and Academic Professional programmes. From 2015 to 2022, she led the Researcher Development Programme for PGRs at Exeter, taking a holistic and inclusive approach. In 2022, she was awarded a National Teaching Fellowship for her outstanding support for postgraduate researchers. Kelly Louise’s interests are in doctoral education, online and blended learning, and wellbeing. She has published and presented widely on these topics.
James Anthony-Edwards is the University Librarian at the University of Exeter, where he leads the library and timetabling teams to enable education and research across the university. At Exeter, James leads the implementation of the library strategy, which aims to bring learning and research together and build community. James has spent most of his career in libraries in various sectors, leading charitable, public, and university libraries. This range informs his approach to his current role. He is the treasurer of SCONUL, the representative body for academic libraries in the UK and Ireland, and an incoming board member of Research Libraries UK. James’ interests are in innovation and strategy development and learning spaces. He co-leads Exeter’s learning spaces strategy group.
Eleanor Hodgson is a Senior Educator Developer, working with colleagues across the university to share, develop, and enhance education practice. As a third space professional herself, Eleanor’s experience in education for over 13 years spans different institutions and a varied portfolio of pedagogic experience through roles as a Study Skills Tutor, qualified teacher (Secondary Education), Graduate Teaching Associate, and both Associate Lecturer and Lecturer in her subject specialism (French). Eleanor has also held professional services roles as an Evaluation Specialist for the collaborative outreach consortium Next Steps South West and as Accreditation and Rankings Officer at Exeter’s Business School. This broad spectrum of experience has given Eleanor multiple lenses through which to understand the work of both academic and professional services colleagues. She draws on these in her role as Director of Exeter’s ASPIRE Professional Recognition Pathway, through which colleagues seek recognition of their education practice by gaining HEA fellowship.
Karen Kenny is a Senior Educator Developer at the University of Exeter, focusing on supporting academic personal tutoring across the institution. She is Chair of the UK Advising and Tutoring (UKAT) Curriculum Management Group and sits on the UKAT Professional Development Committee. Karen has worked in HE since 2008. She initially taught Accountancy, Management, and Economics before focusing on pedagogy, especially supporting academic colleagues to develop their practice. Karen works alongside her colleagues on the ASPIRE professional Pathway to support, mentor, and assess applicants for HEA fellowship. Prior to working at Exeter, Karen led a team delivering ‘HE in FE’ via a Foundation Degree in Business Administration and assessed and provided quality control to NVQ provision at a local FE college. She has a PhD in the educational experiences of children in care. Karen has a particular interest in improving educational outcomes for underrepresented students.
Rachel Sloan is an Employability and Careers Consultant at the University of Exeter, responsible for leading on employability programme delivery, skills development workshops, and providing one-to-one guidance on career decision making, including exploring self-employment. Rachel began her career in higher education as a Programme Officer, supporting educators in delivering employability training, before moving from ‘behind the scenes’ to the front of the classroom. As a third space professional herself, Rachel has long advocated for the recognition of Professional Services staff as educators, supporting colleagues in their roles.