Contextual Statement 

I am currently a Lecturer in Accounting and Finance at the University of Greenwich, where I lead undergraduate and postgraduate modules and embed technology enhanced learning (TEL) into accounting education. My role involves designing and delivering modules such as Introduction to Management Accounting (ACCO1084), Business Analytics I (COMP 1934), and Financial Business Intelligence (COMP 1238), as well as contributing to Personal and Professional Development (PPD) (ACCO1117). These responsibilities have enabled me to integrate innovative digital practices that support diverse learners, enhance engagement, and develop employability skills.

My professional journey reflects a strong commitment to leveraging digital tools to enhance teaching and learning, developing reflective practices, and aligning with the CMALT values and principles. In this statement, I provide an overview of my role, describe the context in which I work, and explain how my practice demonstrates engagement with these principles.

I joined the University of Greenwich in May 2024, bringing with me significant international teaching and research experience from roles in the UK and overseas. I hold a PhD in Accounting, Finance, and Economics from the University of Portsmouth, where my research explored the intersection of digital technology and corporate disclosure. Specifically, I developed Python based solutions for a real time sentiment analysis of corporate's narrative risk disclosures by extracting and analysing data from social media platforms and annual reports. This work integrated machine learning and natural language processing (NLP), reflecting my broader interest in using technology to support data driven decision making and financial communication. In addition to my doctorate, I hold two MSc degrees: one in Finance from Zhejiang University in China and another in Accounting and Financial Management from Bath Business School in the UK. These qualifications have equipped me with strong analytical, financial modelling, and pedagogical skills, which I now apply to both teaching and research.

At Greenwich, my teaching responsibilities include leading and contributing to modules such as Introduction to Management Accounting and PPD, as well as playing a key role in curriculum development for the Accounting and Business Analytics programme. One of my major contributions has been designing and delivering Business Analytics I, a module that focuses on practical, descriptive analytics through hands on engagement with tools such as Microsoft Excel, Bloomberg Terminal, STATA, and Qlik. The module culminates in the creation of dashboards that support evidence based decision making, providing students with authentic experiences that mirror industry practice.

My teaching philosophy is rooted in the integration of TEL to create inclusive, engaging, and accessible learning experiences. I teach highly diverse cohorts, typically 30 to 35 students per class, and actively promote diversity in group work to enrich collaboration and peer learning. As a personal tutor, I provide tailored academic and pastoral support, assist students with CV and cover letter development, and prepare them for professional opportunities such as the annual Greenwich Job Fair. Within my modules, I integrate interactive tools such as Mentimeter and Kahoot for live engagement, Bloomberg for financial data collection and analysis, and STATA for statistical modelling analysis. I also encourage students to use Qlik for data visualisation, which helps them bridge the gap between theoretical concepts and real world applications. These practices reflect my broader goal of preparing students for a technology driven labour market by equipping them with relevant digital and analytical skills.

My work demonstrates a consistent alignment with the four CMALT values and principles. I have shown a commitment to understanding the interplay between technology and learning by embedding digital tools in ways that enhance both engagement and accessibility. For example, introducing Mentimeter polling in Management Accounting enabled anonymous participation for students who were reluctant to speak in large groups, illustrating the positive impact of technology on inclusivity and learning outcomes. I remain committed to keeping up to date with technology by attending Bloomberg training workshops in London and completing certifications such as the Bloomberg Spreadsheet Analysis programme. These professional development activities allow me to ensure that my teaching remains current and industry relevant. I also demonstrate empathy and a willingness to learn from colleagues and learners through my engagement in peer learning, particularly as part of the ACAD1441 PgCert module, where I completed my assignment using tools such as Microsoft Sway. Feedback from these sessions praised my clarity and practical approach, while I, in turn, adopted new strategies, such as incorporating Flip for reflective activities, based on ideas shared by colleagues. Finally, I have maintained a commitment to sharing effective practice by contributing to institutional events such as the Greenwich Learning and Teaching Conference.

The integration of TEL within my modules has resulted in demonstrable improvements in student engagement and performance. Engagement increased by approximately thirty percent following the introduction of authentic, technology enhanced assessments in Business Analytics I. Participation in the Bloomberg Trading Challenge, which I actively support, has had a direct impact on employability, with students reporting that the skills gained during the challenge enhanced their internship applications; one student successfully secured a role at JPMorgan as a result. These outcomes illustrate the positive pedagogical impact of my approach and its role in enhancing both digital confidence and employability.

Looking ahead, my immediate priority is to complete the Fellowship of the Higher Education Academy (FHEA) while continuing to embed Universal Design for Learning (UDL) principles into my teaching. This will ensure accessibility for all learners and help reduce barriers to digital engagement. Over the next two years, I intend to present my work at the ALT-C Conference to share best practices in embedding financial analytics tools into higher education, develop an online repository of Qlik and STATA resources to support staff and students, and pilot AI powered formative feedback systems to enhance personalised learning while maintaining academic integrity. These initiatives align with my long term goal of creating inclusive, technology rich learning environments that prepare students for the evolving demands of the global workforce.

The process of working towards Associate CMALT has encouraged me to reflect critically on my professional practice. I have learned that successful TEL integration requires more than technical expertise; it depends on empathy, adaptability, and alignment with sound pedagogical principles. Tools such as Bloomberg and STATA offer significant benefits, but they also present onboarding challenges that can disadvantage some learners, reinforcing the importance of scaffolded learning and blended support. Addressing these challenges has strengthened my appreciation of the role of reflection and continuous development in TEL practice. Moving forward, I will continue to refine these approaches, ensuring that every technological decision is informed by its potential impact on learning. My commitment to the CMALT principles will remain central to this process as I seek to contribute not only to institutional priorities but also to the wider ALT community.