It was great to join the Convenzis team again for the patient flow event. As always, the team were incredibly accommodating and happy to help. The quality of attendees is always of a high standard and relevant to the patient flow and to us also. We continue to have great discussions and footfall around our stand with no need to try and encourage people to come and see us. Really positive event for us and we look forward to working with Convenzis in the future.
Dr Mark John Patrick Kerrigan
Dean of Learning & Teaching
Plymouth College of Art
Dr Mark J.P. Kerrigan is a National Teaching Fellow and Principal Fellow of the HEA working as the Dean of Learning, Teaching & Enhancement at the Plymouth College of Art. His role is to drive pedagogical innovation and excellence and provide strong and effective cross-college leadership to enhance learning and teaching.
He has research interests in curriculum design and delivery, assessment, digital literacy and mobile/technology-enriched learning. He holds a PhD from Edinburgh University, is a published researcher and an experienced PhD supervisor. Before this role, Mark was the Director of Learning & Teaching and University Teaching Fellow in the Faculty of Medical Science at Anglia Ruskin University. Previously, he worked in the Educational Development Unit at the University of Greenwich and was a programme leader and Teaching Fellow for the University of Westminster.
Mark is a co-convenor for the Society of Research into Higher Education, Newer Researchers’ Network and a Fellow of the Royal Society of Biology. He is an Honorary Visiting Fellowship to Anglia Ruskin’s Centre for Innovation in Higher Education. Mark was a founding member and co-led the national Jisc-funded Change Agents Network and was the project manager for the Jisc-funded Digital Literacies in Higher Education project. Previously, he developed a new model of assessment feedback as part of the Jisc-funded project, Making Assessment Count and co-developed MapMyProgramme – an open-source tool to support the holistic design of assessment.
