## Teaching **Educator building the judgement to harness and mitigate the influence of powerful institutions and technologies.** I want students to leave my courses as resilient, autonomous critical thinkers. Everything else follows from that. Whatever I am teaching, cultural heritage runs through it. Students carry different assumptions and ways of thinking into the classroom, shaped by where they come from and what they grew up around. I treat that as an asset. I surface it, test it against other perspectives, and build on it. I teach two undergraduate courses at the University of Edinburgh Business School: Global Business and the Sustainable Development Goals (55-108 students), and Managing Across Borders and Cultures (62-136 students). Both have students from all over the world, so cultural heritage is already in the room before I say anything about it. ### Judgement Before Tools Technology changes fast. The skill set underneath it should not. I design assessment around judgement rather than recall, and set things up so students have to confront the assumptions they carry into the room. The goal is that they develop something durable, the capacity to think critically under uncertainty, regardless of what tools happen to be available. ### Just-in-Time Teaching I treat courses as living artefacts. I update content almost daily during the semester, supported by workflows I have built for collecting, recalling, and positioning current developments in international business and geopolitics for the classroom. From the first seminar, I equip students with the same tools and platforms so that they are horizon scanning alongside me, not waiting for me to curate what matters. The point is that they keep doing this after they graduate. Business moves fast, and the people who stay informed and adapt are the ones who are best equipped to make good decisions. ### Technology as Leverage Students in my courses use AI as a thinking partner and an adversary. They craft their own prompts, run arguments through multiple models, compare and evaluate the outputs, and learn where the tools reinforce their thinking and where they distort it. Students should learn to use the most powerful tools available, but only once they have the foundational judgement to know when those tools are serving them and when they are not. I teach both together. ### Assessment Tools I build open-source tools that help educators strengthen their assessment design. These grew out of my own practice: designing assessments that reward judgement over recall, and that hold up under AI-assisted completion. **AI Stress Test** — Upload an assessment brief, learning outcomes, and rubric. Get an evidence-based audit of rubric alignment, criteria quality, and AI resistance, with prioritised suggestions you can act on. Built on a systematic review of over 1,000 papers on AI, assessment design, and rubric quality. [Try it live](https://ai-stress-test.vercel.app) ### Results Percentage of students who agree or strongly agree (Course Evaluation Questionnaire). **Global Business and the Sustainable Development Goals** | | 22/23 | 23/24 | 24/25 | 25/26 | |---|---|---|---|---| | Students enrolled | 79 | 108 | 76 | 55 | | Overall satisfaction | 94% | 100% | 97% | 100% | | Engaging and stimulating environment | 97% | 96% | 97% | 100% | | Organised and well prepared | 88% | 96% | 97% | 100% | | Well organised | 84% | 96% | 91% | 95% | | Feedback helpful and informative | 79% | 79% | 94% | 90% | **Managing Across Borders and Cultures** | | 22/23 | 23/24 | 24/25 | 25/26 | |---|---|---|---|---| | Students enrolled | 64 | 119 | 136 | 62 | | Overall satisfaction | 90% | 92% | 91% | 88% | | Engaging and stimulating environment | 90% | 97% | 100% | 90% | | Organised and well prepared | 90% | 97% | 98% | 97% | | Well organised | 90% | 95% | 95% | 88% | | Feedback helpful and informative | 75% | 71% | 84% | 94% | Since 2022, I have received four University of Edinburgh Business School Excellence in Teaching Awards across three academic years, including two in a single year. In 2025, I took on the Interim Programme Director role for the Global Sustainable Society MSc. [[About]] | [[Research]] | [[Entrepreneurship]] | [[Governance]] | [[Journey]] | [[Connect]]