I joined the InFrame team in 2024 as a Community Knowledge Analyst, contributing to a £3M Wellcome-funded research culture initiative across the Universities of Glasgow, Edinburgh, and St Andrews. My work focuses on enabling inclusive, collegial research leadership through strategic funding, peer learning, and institutional capacity-building that is practical, values-led, and people-centred.

Prior to this role, I engaged with the University of Glasgow first, arriving in 2022 as part of the Erasmus Mundus GLOBED programme in Education Policies for Global Development. Alongside, I supported the development of an institutional EDI report and Equality Impact Assessment for Research & Innovation Services, contributing to data-driven strategy and sector benchmarking.

Earlier in my career, I led large-scale, learner-centred education programmes across South Asia, particularly focused on out-of-school children, curriculum reform, and second-chance learning. One of these initiatives was recognised in HundrED’s Top 100 Global Education Innovations (2022) for its creative blend of accelerated learning, vocational pathways, and inclusive pedagogies.

At InFrame, I support the delivery and evaluation of institutionally aligned research culture projects through the Culture Catalyst Fund (CCF). My role spans across project lifecycles—from shaping early-stage thinking and research design to advising on evaluation strategies, ethics, and community engagement.. I contribute to broader learning systems across the project, including the Community Knowledge Hub, and support initiatives such as People Make Research. At its heart, my work is about connecting people, practice, and systems, so that culture change is not just possible, but meaningful and enduring.

My research interests lie at the intersection of inclusive education, research culture, and system-level transformation. I explore how learning environments and institutional frameworks can be reimagined to centre equity, collaboration, and sustainability. Key areas of interest include:

• Inclusive research leadership and culture change examining how values-led practices, peer learning, and institutional design can foster collegiality, representation, and researcher wellbeing

• Social network analysis (SNA) to map collaboration patterns, leadership diffusion, and hidden support structures within academic and research ecosystems

• Equity and access in global education with a focus on second-chance learning, curriculum reform, and pathways for out-of-school children and marginalised learners

• Strategic evaluation and data-informed practice developing frameworks and tools to support evidence-based decision-making, ethical evaluation, and institutional learning

• Knowledge mobilisation and community engagement building participatory infrastructures that surface lived experience, foster cross-role collaboration, and support inclusive knowledge sharing

• Policy, pedagogy, and digital innovation analysing how policy, pedagogy, and technology interact in the design and delivery of inclusive learning systems

These interests are grounded in over a decade of applied work across higher education and international development, and driven by a commitment to human-centred, contextually responsive reform. These interests are supported by applied expertise in randomised controlled trials (RCTs), impact evaluation, large-scale data analysis, and the use of tools such as Python, SPSS, R Studio, Power BI, and UCINET to generate actionable insights across education and research contexts.

Prior publications