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= Harriet Dunbar-Morris = Harriet Dunbar-Morris is a Professor of Student Experience and Dean of Learning and Teaching at the University of Portsmouth, UK. She focuses on enhancing students' voices and engagement. She was awarded a National Teaching Fellowship (NTF) by Advance HE and a Principal Fellowship of the Higher Education Academy (PFHEA). She has also been recognised as a female leader working in the UK higher education sector.

Career
Dunbar-Morris completed her PhD via the University of Sussex (UK) and the University of Toulouse (France). She worked at the University of Oxford with Professor Graham Gibbs on a Higher Education Academy-funded research project, studying how the assessment experience for students. She has also held senior research and policy positions at the Universities and Colleges Admissions Service (UCAS), the 1994 Group, the University of Bath, and the University of Bradford.

She has worked at the University of Portsmouth since 2017. Her roles relate to the student voice, engagement, diversity and inclusion. She was the leader of a collaborative enhancement project with the University of Nottingham, Manchester Metropolitan University, and Solent University. It explored the differing perceptions of teaching and learning quality among undergraduate students in the context of the COVID-19 pandemic. It was funded by the Quality Assurance Agency for Higher Education (QAA).

She has written for different academic outlets, such as the blog of the Higher Education Policy Institute (HEPI), the Times Higher Education and The Conversation. She has also been a speaker in a number of events aimed at suppoting the professional development and promotion of women in higher education.

Other roles
Dunbar-Morris founded the Spinnaker Group, which brings together academics in higher education who lead the fields of learning, teaching and student experience in their institutions.

Selected publications:
Dunbar-Morris, H., Nerantzi, C., Sidiropoulou, M. P., & Sharp, L. (2023). Exploring (in)dependent learning in cross-institutional project about perceptions of learning. Distance Education, 44, 380-400. https://doi.org/10.1080/01587919.2023.2198492

Dunbar-Morris, H. (2023). Authentic Leadership for Student Engagement. In T. Lowe (Ed.), Critically Reflecting on Student Engagement in Higher Education: Lessons for Educational Developers. Routledge.

Dunbar-Morris, H. (2023). Charrettes for Success – a case study of a collaborative workshop approach to driving curriculum change to address awarding gaps. Equity in Education & Society. https://journals.sagepub.com/doi/full/10.1177/27526461231166011

Nerantzi, C., Sidiropoulou, M. P., Dunbar-Morris, H., Sharp, L., Farrell-Savage, K., Heard-Lauréote, K., Speight, S., Nawaz, R. & Ali, M. (2023). ‘There are other fish in the sea: Open-up and connect.’ In M. Harrison, M. Paskevicious, & I. DeVries (Eds.), Re-think Learning Design. https://rethinkld.trubox.ca.

Armellini, A., Dunbar-Morris, H., Barlow, A & Powell D. (2022). Student engagement in blended and connected learning and teaching: a view from students''. Student Engagement in Higher Education Journal, 4''(2), 165–181. https://sehej.raise-network.com/raise/article/view/1160