My research engages with higher education as a site of tension between values and systems, asking how curriculum and teaching practices can remain purposeful within increasingly technologised, corporatised, and neo-liberal environments.

I publish across curriculum design, educational technology, and institutional change, examining how contemporary shifts in higher education reshape pedagogy, academic work, and institutional priorities. A central concern of this work is the relationship between pedagogy and power, including how curriculum reflects and reproduces broader social, cultural, and political dynamics, and what this means for questions of equity, knowledge, and purpose. This draws on a critical theoretical lens that shapes how I approach both research and practice.

Practically, this work focuses on how educational development is enacted within complex institutional contexts, and what it takes to sustain values-led praxis within them. I am particularly interested in how practitioners exercise meaningful agency where competing priorities, systems, and constraints are ever present, and in developing approaches that are both critically grounded and practically useful for more purposeful, equitable, and sustainable teaching and learning in higher education.