Working as a lecturer and unit leader within the Leadership & Management programme at FBS, I am responsible for planning and creating all contents, as well as delivering most of the teaching sessions. I currently work on the design of a number of new units, focusing on diversifying our approach to formats and content delivery.
Curricular resources provided by UAL rely prominently on lectures and other tutor-led sessions, reading lists, and standardised formats across the board. Occasionally, materials such as films, documentaries, or industry podcasts are recommended to students as complementary resources to enhance their learning. However, this standardisation of formats and approach restricts accessibility and is unsupportive of student autonomy. It may also compound the socio-economic gap between students from different backgrounds, as extracurricular content often entails additional costs for students and is subject to normative interpretations influenced by race, social background, and gender.
In the past unit “Inclusive Practice,” I explored this issue and designed an intervention to make the teaching and learning process more inclusive. My project then proposed the launch of a podcast series run by and for students, where a panel of students, academics, and eventually industry guests would discuss and interpret theories, models, and frameworks from the curriculum. The panel would also explore examples and outcomes and brainstorm their implications for the present and future of the industry, society, and the world.
In order to test this concept, I proposed a series of non-recorded symposiums to be conducted in class as part of intra-curricular workshop sessions. These symposiums will serve as mock discussions for the potential realisation of a podcast, offering students the opportunity to experience first-hand the work involved in content preparation, developing a personal perspective, collaborating, and sharing ideas. This concept trial will also enable us to assess the effectiveness of the format and gauge student interest, informing a future participant recruitment strategy.
While the student-led sessions serve as a concept trial for a podcast, it is essential to acknowledge their limitations in replicating the full scope and structure of an actual podcast series. Beyond exploring the implications of a podcast format, this intervention is fundamentally designed to assess student preferences and engagement with a decentralised and de-hierarchised learning experience. At its core, this project focuses on creating a space where student agency and inclusivity take precedence, and allows a practical exploration on how to best promote and ensure those.
By placing students at the centre of the learning process, this intervention prioritises inclusivity through critical engagement, participatory learning, and the acknowledgment of diverse perspectives. It challenges traditional, hierarchical teaching models, empowering students to take ownership of their learning while fostering collaboration and a sense of belonging.