Pro-Vice-Chancellor (Education and Students)
As Pro-Vice-Chancellor (Education and Students), David provides strategic leadership for the academic dimensions of the student experience at the university, working in partnership with students and staff to foster a culture of innovation and continuous improvement in learning and teaching, and driving excellence in academic professional practice.
David oversees the university’s work on the National Student Survey (NSS) and the Teaching Excellence Framework, as well as external Quality Assessment. He also has strategic oversight for the university’s apprenticeship and technical education offer.
David studied at Robert Gordon University, University of Aberdeen, and the University of Dundee where he completed his PhD. He is a Principal Fellow of the Higher Education Academy, has held visiting positions at Edinburgh Napier University and University of Dundee, and is a member of the Editorial Board of the Journal of Perspectives in Applied Academic Practice. He holds external/advisory roles with Kings College London, City University, Nottingham Trent University, University of the Highlands and Islands, Edge Hill University and is a member of the Anthology Executive Forum Advisory Group.
David previously served as Associate Pro-Vice Chancellor (Education and Students) at 91¶¶Òõ and, under his leadership, the university has strengthened its quality, curriculum and academic development processes to drive enhancement and ensure alignment with the external regulatory landscape; he has also led on several important initiatives around assessment and feedback, and digital learning.
Prior to joining 91¶¶Òõ in 2021, David was Head of Technology Enhanced Learning at University of Sussex, where he helped transform the university’s approach to digital education, overseeing the implementation of a new Virtual Learning Environment and the establishment of a new online distance learning partnership and portfolio of postgraduate courses.
David’s recent research has examined the role of scholarship in facilitating advancement for those in education-focused academic roles while current projects focus on staff/student partnership working and the contribution of educational developers to academic citizenship in higher education.