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Dr Martin Sedgley

PositionHead of Effective Learning Service
LocationUniversity of Bradford School of Management
Emm Lane
Bradford
West Yorkshire
BD9 4JL
DepartmentSchool of Management
Telephone+44 (0)1274 234320
EmailM.T.Sedgley@bradford.ac.uk

Biography

Martin is the Effective Learning Advisor for the School of Management. He was appointed to this full-time position in 2007 after teaching programmes across four of Bradford University’s schools from undergraduate to doctoral level. He was recognised as a Senior Fellow of the Higher Education Academy in 2012 for his achievements in enhancing learning development for management students, not only those at Bradford but also for the majority who study off-site.

Study History

BA (Hons) Business Studies, Cert Ed (post-16), CELTA, Cert Couns, Dip RM, Dip EHNLP, PhD, SFHEA

Professional Activities

Martin’s research has enabled him to develop a comprehensive set of blended learning resources that directly addresses international students’ typical difficulties with adjustment to the new western educational culture. This comprises interactive workshop and 1-1 support, both face-to-face and online, along with an extensive range of electronic resources on the globally acclaimed Effective Learning Service (ELS) website. These are regularly commended by students and tutors across five continents.

A current, major project for Martin is piloting Pathway PASS (Preparation for Academic Skills Success), a blended learning programme, which is designed to enable tutors in other countries to equip their students in advance with a toolkit of resources to meet western academic expectations more quickly and effectively when they arrive in UK HE. This has been successfully trialled with IVA Business School in the Netherlands, and is now being adapted for institutions in West Africa and Southeast Asia.

Research Areas

In 2013, Martin was awarded his doctorate for, ‘Learning journeys with international Masters students in UK higher education.’ His research focusses on how the influx of foreign students into western business schools can enrich our understanding of diverse educational cultures across the shrinking world of internationalised education. His longitudinal analysis of international students’ experience of UK HE has produced a new theoretical model that maps the potential transitional challenges for these students, and strategies for overcoming these successfully.

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