Academic Profile

The Academic Foundation Behind the Practice.

Credentials do not make a teacher. But they shape how a teacher thinks, questions, and builds frameworks that hold up under scrutiny.

Credentials

Academic Qualifications

PhD

Doctor of Philosophy in Educational Leadership

In Progress

Doctoral research focused on international student persistence in Ontario colleges during the post-cap period. Theoretical framework draws on Tinto's model of student departure, Schlossberg's transition theory, and emerging Canadian postsecondary scholarship. Chapter One complete; data collection in progress.

MBA

Master of Business Administration in Leadership and Innovation

Completed

Specialisation in leadership theory, organisational behaviour, strategic management, and innovation frameworks. Provided the business and organisational foundation that underpins both his professional marketing practice and his academic teaching in entrepreneurship and business communication.

BA

Undergraduate Degree

Completed

Foundational undergraduate study providing the disciplinary grounding that preceded his entry into professional marketing practice and, ultimately, postsecondary teaching.

Teaching Philosophy

The Principles That Guide Every Course

Professional Readiness as the Standard

Every instructional decision is evaluated against a single question: does this prepare students for the professional world they are actually entering? That standard demands real tools, real expectations, and honest feedback.

Narrative as a Pedagogical Structure

Serialised fictional characters create continuity across lessons and weeks, allowing students to follow a story that accumulates professional complexity rather than encountering disconnected examples. Learning is more durable when it is embedded in context.

BOPPPS as the Structural Framework

The BOPPPS model — Bridge-in, Outcomes, Pre-assessment, Participatory Learning, Post-assessment, Summary — provides a disciplined structure for every lesson that ensures participation, formative feedback, and closure are built into instruction rather than added as afterthoughts.

The Transferable Over the Transactional

Skills can be taught in a semester. Thinking takes longer. The goal is always to develop graduates who can apply what they have learned to contexts that do not yet exist — which means prioritising strategic thinking, professional communication, and critical media literacy above any particular tool or platform.

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