My educational leadership has progressed through three connected levels: leading course teams, building educational research capability in junior staff, and removing institutional barriers to scholarship of teaching and learning (SoTL). In my leadership, I have focussed on creating structures that enable colleagues and students to contribute effectively and sustain successful practice beyond my individual involvement.

I co-convened PATH3205 Molecular Basis of Disease (2017-2026) and PATH3206 Cancer Pathology (2017-2023), two third-year courses central to the UNSW Pathology major. My role extends beyond delivering content to coordinating curricula & assessment development, grading, and responding to student feedback. I led major redesigns in both courses while working with co-conveners, lecturers, tutors, educational developers and former students to achieve shared ownership of change. I have also recruited, trained and mentored more than ten junior academics as tutors and demonstrators, supporting them to develop confidence in facilitation, assessment and feedback. Enrolments across these courses increased by more than 50% between 2017 and 2021 and remained stable since, while the redesigned teaching activities and course structures have remained sustainable across successive years.

I reinforce this course leadership through a sustained program of educational scholarship. In addition the publications already mentioned in other sections of this application, over a decade I have led or contributed to published educational research projects in Australia and Sri Lanka on peer-assisted learning (Publication 4), learning styles of medical undergraduates (Publication 5, cited 490 times), knowledge-seeking behaviours of junior doctors (Publication 6) and factors affecting the medical workforce in middle-income economies (Publication 7). I have trained more than ten medical students and junior doctors through these projects, involving them in research design, data collection, analysis and dissemination. Findings have been presented by me or the trainees at UNSW teaching forums and international medical education conferences in Singapore and Malaysia. One early study of medical students’ learning preferences has received nearly 500 citations. Three of above projects—evaluating narrative-based teaching, the influence of COVID-19 restrictions on online learning, and equity of remote pathology teaching—have directly informed curriculum design and delivery at UNSW. This demonstrates a sustained cycle in which I generate evidence, translate it into practice and build capability in others to do the same.

I have extended this leadership institutionally by addressing a barrier affecting SoTL researchers across UNSW. Educational research often have only one annual opportunity for data collection, making timely ethics review essential. However, low-risk review panels did not consistently include education-focussed expertise. At the request of the Director of the Scientia Education Academy, and as Presiding Member of UNSW Human Research Ethics, I led the appointment of education-focussed academics to all low-risk panels. Working with Research Ethics and Compliance Support and relevant University research leadership, I also led changes to the iRECS submission and review process, including a dedicated pathway that identifies SoTL applications requiring specialist review. The resulting pathway now supports timely, discipline-appropriate review for educators across all UNSW faculties and campuses.

Together, these contributions demonstrate leadership that develops people, connects educational scholarship with practice and enables institution-wide improvement.