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Liz Bryson

Liz is an experienced independent consultant in leading academic change in HE through contextualised facilitation processes. Her specific areas of expertise are supporting organizational change and development in learning and teaching; strategic approaches to developing teacher excellence; the development of bespoke approaches to professional development and embedding professional standards to meet national and/or institutional strategic aims and aspirations.
Advance HE
Job Title

Liz is a highly respected consultant for AdvanceHE, having been an Accreditor since the conception of national professional standards framework. Her involvement has included the introduction of the National Teaching Fellowships, revisions of the PSF, accreditor training and development, production of guidance resources, The PSF impact assessment and various impact and evaluation projects. She is a Principal Fellow of the Higher Education Academy.

Her career began teaching in the school sector followed by brief development roles in the post compulsory sector before moving into the higher education where she had senior roles at Southampton University and the University of Roehampton. Since 2006 Liz has worked independently in UK universities and colleges, private universities, professional bodies, private sector companies and the NHS. She has led international projects in Ireland, South Africa, Japan, Canada, Kurdistan and more recently in the Lebanon where she worked with a team to develop national standards for Higher Education teaching and learning.  

Liz’s long association with the UK Staff and Educational Development Association, (elected Chair from 2007 to 2012), involved her in the development of the Professional Development Scheme and the SEDA fellowships. She received a SEDA Legacy Award nomination for her contribution to educational and academic development and holds a prestigious place on the SEDA Roll of Honour. 

Liz has a long history in the advancement and recognition of professional learning to ensure meaningful and contextually appropriate learning opportunities for both educators and learners.