## Teaching 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. It is something to surface, to test against other perspectives, and to build on. ### Critical Thinking First Technology changes fast. The skill set underneath it should not. I focus on equipping students with the ability to think critically, communicate clearly, and make decisions under uncertainty. In practice, this means structured public speaking training, assessment designed around critical thinking rather than recall, and creating conditions where a cross-cultural, diverse cohort contributes fully. The goal is that students leave with something durable: the capacity to evaluate what they are told, regardless of the tools available to them. ### Just-in-Time Teaching I treat courses as living artefacts. Content is not fixed at the start of semester. It is adapted on a weekly basis using current affairs, Financial Times data journalism, and emerging developments so that students develop the habit of connecting theory to what is happening around them. When something significant happens in business or geopolitics, it is in the classroom that week. Horizon scanning is not something I do periodically. It is how the course operates. This approach has produced measurable results. On **Global Business and the Sustainable Development Goals**, feedback satisfaction rose from 31% to 94% and overall satisfaction from 62% to 97%. On **Managing Across Borders and Cultures**, feedback satisfaction rose from 8% to 84% and overall satisfaction from 33% to 91%. Combined enrolment across both courses increased by 48% between 2022 and 2024. Since 2022, I have received four Excellence in Teaching Awards. ### Technology as Leverage I am an early and active adopter of AI in teaching. I was the first to bring generative AI to the attention of the Business School executive and have since developed an AI assessment audit tool that helps colleagues evaluate and redesign their assessments for robustness in the context of generative AI. I am in discussions with the Director of Education about School-level adoption. Students should learn to use the most powerful tools available, but only once they have the foundational skill set to know when those tools are helping and when they are not. I teach both together.