Janine Priest

In my professional sphere as an educator, my passion lies in supporting students to perform their best and fulfil their academic ambitions. My teaching mantra is ‘prioritise fun and the learning will come’… as I believe learning should be a memorable, meaningful, and positive experience. 

In my early career in retail management, I was trained to high standards in customer experience, and had the opportunity to manage, motivate & develop teams. My career path then lead me into marketing management & business development, allowing me to become adept at relationship management and the delicate craft of managing stakeholder expectations across a multitude of concurrent projects… including the challenges of business budgeting and financial planning! I am fortunate to now be able to transpose my own professional experience through my teaching practice within events management, focussing on areas including: finance, marketing, business strategy & business planning, project management and HRM. I hope that sharing my own experiences with students in my teaching, gives deeper meaning in their learning journey, and imparts some wisdom in the process too!

Alongside my professional role, I am a wellbeing enthusiast - we live in a world that doesn’t switch off, so it’s important to recognise when we need to reset and recharge! This transposes into my teaching practice, where I endeavour to embed self-awareness and wellbeing into aspects of my teaching delivery and our overall MSc curriculum. Empowering students to navigate their way through the demands and expectations of Masters study can be a truly transformational experience.

My interest in health and wellbeing is reflected in the types of events that I enjoy attending most, which are international sporting events. I have been fortunate to spectate some of the world’s finest, elite athletes, creating incredible and memorable experiences over the years!

As the assessment lead for the department I belong to (OTEHM), I am keen to lead and guide on innovative and inclusive methods of assessment. We want our students to experience an enriching learning journey, and to feel a sense of belonging with the opportunity to co-create curriculum and assessment.

Inclusive practice can be achieved where students of different backgrounds, groups, and identities have the opportunity to interact in a collaborative and collegial space to learn from each other, resulting in a profound learning experience - and this is what we strive to deliver for our students studying with us.