Dr Tony Wall

Dr Wall has been involved in transformational management learning and development for almost two decades, and has led policy and organisational development projects in higher education to introduce innovative forms of flexible, workplace, and high-impact higher education. Dr Wall has researched transformation and change work with individuals and organisations as a postgraduate scholar with Lancaster University Management School and the Innovation Academy at the University of Salford. He then moved to the University of Chester where, in his role as an international visiting scholar in Australia and the US, he has been extending this work. Impact of work Dr Wall's approach aspires to not only be action-oriented but also deeply transformational, both for the individuals engaged in educational settings, but also for wider communities for which that learning serves. His work has radically changed research pedagogies and research structures within the Faculty of Business and Management at the University of Chester, which has delivered significant enhancements in student achievement and broader student experience as well as staff engagement in research. His research into embedding more collective and connected forms of educative practices has also informed other higher education, vocational education, and international education professionals in Australia and the US, and has informed provocative policy papers for the Chartered Association of Business Schools and the European Mentoring & Coaching Council. Plans for the future Dr Wall is exercised by the challenges faced by the contemporary conditions of the world and is passionate about finding ways to embed a closer connection to people and planet in educational settings. He is interested in deploying the use of alternative perspectives, such as Confucianism and Ubuntuism, to promote responsible action, that is, perspectives which re-orient education towards collective and connected outcomes. This will involve examining the educative and deliberative practices which emerge in higher education across cultural contexts to promote more sustainable mindsets and practices in higher education. A dimension of this will also include an exploration of the prospects of these pedagogical perspectives and practices within a commodified management learning and development higher education sector.