Teaching
David’s teaching approach is grounded in Management / Entrepreneurial Education and learning through action, with an emphasis on practice-based, processual, performative and dialogic approaches to learning. He views teaching not simply as the transmission of disciplinary knowledge, but as the creation of conditions in which students can actively explore, challenge and construct knowledge through experience and interaction. His role is therefore primarily that of a facilitator of knowing, supporting students to become active co-producers of their learning. David seeks to create participatory and inclusive learning environments in which relationality / dialogue is central. Drawing on performative and polyphonic perspectives, he encourages students to bring their own experiences, perspectives and forms of knowledge into the classroom, recognising that learning emerges through interaction between people, ideas and contexts. His teaching activities therefore incorporate discussion, action learning, collaborative problem-solving, experiential exercises, real-world challenges, invited conversationalists and, where appropriate, art-based methods.
A key feature of David’s approach is learning through engaged practice. Students are encouraged to connect theoretical concepts with their own experiences and to explore ideas against authentic societal challenges. This creates opportunities for provoking uncertainty and constructive failure, while enabling students to develop actionable knowledge and practical judgement. David places equal importance on reflexive learning. Students are encouraged not only to consider what they have learned, but to critically consider how their assumptions, experiences and interactions influence their understanding and decision-making. Through reflection and dialogue, he seeks to develop students’ critical self-awareness, adaptability and capacity to make informed judgements in complex and uncertain situations. David’s teaching is therefore oriented towards developing the whole learner: students who can engage critically with knowledge, apply ideas in practice, work collaboratively, exercise judgement and continue to learn through inquiry. This approach reflects his wider commitment to management / entrepreneurship education as a lived, relational and transformative learning experience, where knowledge is developed through the interplay of action, dialogue, reflection and practice.
Modules for 2025-26
Advanced Entrepreneurship
Module code: ULMS360
Role: Module Co-ordinator
Entrepreneurship
Module code: ULMS252
Role: Teaching
Entrepreneurship and Innovation
Module code: ULOL704
Role: Module Co-ordinator
Humanity, Ethics and Morality – The Sustainable Self
Module code: ULMS260
Role: Module Co-ordinator
Introduction to Doctoral Research
Module code: ULMS990
Role: Teaching
Management Consulting in Practice
Module code: ULMS850
Role: Module Co-ordinator
Management Consulting in Practice
Module code: ULMJ850
Role: Module Co-ordinator
Working with Literature
Module code: ULMS991
Role: Teaching
Supervised Theses
- AN ACTION RESEARCH APPROACH TO EXAMINE THE GERMANENESS OF FRANCHISE FEES, ADVERTISING FEES, AND INNATE CONSTRUCTS INVOLVED IN THE FRANCHISE SALES PROCESS
- An exploratory study into the role of empowerment through relational leadership
- DEVELOPING A JUSTICE-CENTRED STRATEGIC RESPONSE TO LOCAL TRANSITION DYNAMICS IN ELECTRICITY GENERATION: AN ACTION RESEARCH INQUIRY
- Decision Making in the Oil and Gas Construction Project Management: Structured VS Discretionary
- Developing a Governance Structure in a Startup Family Business using Agency and Stewardship Theories
- Exploring the Impact of Mentoring Relationships on the Development of Self-Initiated Expatriate Employees Working in China
- Forms of Corporate Social Responsibility (CSR) in Small and Medium Enterprises (SMEs): A Multisite Grounded Theory Study of Community Expert Observations and SME Experiences
- How to improve Organisational Performance and Sustain Business Continuity in the midst of Challenges?
- Implementing Sales and Operations Planning in an Electronics Company Using an Action Research Approach
- Shaping Sales Professionals: Reducing Sales Call Anxiety with Coping Mechanisms
- Strategic Planning and Quality Improvement in a Higher Education Institution
- THREE ESSAYS ON SOCIAL ENTREPRENEURS’ EXIT INTENTION
- The Impact of Information Technology on Strategy Implementation in Public Sector Organisations in Saudi Arabia
- The perception and awareness of conflicting legal guidance concerning affirmative action admissions practices at two institutions of higher education in California
- Towards Sustainable Banking in Ghana drawing on Stakeholder Value Maximization orientation: A case of the National Investment Bank Limited