Jess Power
Research and Innovation
Disseminating and sharing excellence
Jess has a sustained record of sector‑shaping innovation. She blends strategic acuity, creative drive and deep pedagogic expertise to deliver future‑focused learning. Her leadership spans curriculum transformation, AI‑ready and inclusive assessment design, and digital ecosystems. A Principal Fellow, National Teaching Fellow and Chartered Fellow, she leads complex change with clarity and humanity. Her research portfolio includes creative pedagogy, technical textiles and inclusive education, with extensive publications. Has advanced national and international scholarship through GLAD‑HE and is co‑chair of the International Teaching and Learning Network, driving global dissemination and collaboration. She modernises professional standards as Chair of Council for The Textile Institute, connecting industry and academia. Her work champions sustainability, interdisciplinarity and the integration of creative and scientific practice.
Chair of Council
The Textile Institute
2023+
Following the Council meeting held on Thursday 25 June 2026, The Textile Institute is pleased to confirm the continuation of Professor Jess Power CText FTI as Chair of The Textile Institute Council for her fourth consecutive year, alongside the appointment of the Institute’s Honorary Officers for the forthcoming year.
Co-Chair International Teaching and Learning Network
Launched in 2025, building on its initial iteration in 2023. The network emerged as a direct response to the sector’s transition out of the pandemic, creating a space to reconnect, share insight and collectively reimagine teaching and learning for a changed world. The ITLN was founded on a simple, common sense yet powerful principle, "we are stronger together!"
Publications Lead Group for Learning in Art and Design GLAD
GLAD’s remit is to foster critical discussion and share best practice in enhancing the student experience across Art, Design and Media. Seeking to promote and stimulate debate around developments in teaching and learning within Higher Education.
Professional Bodies
Sector enhancement Project: Curriculum Reform: A Whole‑Community Approach
QAA 2025
Collaborative Enhancement Project Fund
Leads: Beverley Hawkins and Roscoe Hasting University of Exeter
Project partner: Jess Power
This project responds to the sector‑wide need for coherent, future‑ready curriculum reform by examining how whole‑community engagement can strengthen institutional redesign.
Working across seven partner institutions, the initiative set out to identify effective approaches for involving staff, students and stakeholders in reshaping programme portfolios. Through collaborative inquiry, shared case studies and structured dialogue, the project analysed how trust, alignment and collective ownership can be built during large‑scale change.
The work produced evidence‑based guidance and practical engagement tools that help institutions innovate without compromising disciplinary identity or academic freedom. Its outcomes now support universities to deliver inclusive, efficient and community‑centred curriculum reform that enhances the student experience.
Strategic transformation: Inclusive structures driving transformational change
Advance HE 2021-22 Collaborative Development Fund Project
Project Lead: Jess Power
The project addressed a sector‑wide challenge in understanding how inclusive institutional cultures enable transformational change across diverse academic environments. It set out to analyse cultural enablers, compare approaches across four Schools, and evaluate impacts on staff wellbeing, belonging, value and development.
Through deep qualitative inquiry into lived experience, organisational culture and “sticky culture” foundations, the team identified ten evidence‑based enablers and created digital assets to support wider adoption.
This work demonstrated that inclusive, trust‑based cultures significantly strengthen engagement with change and enhance institutional cohesion. Its insights now guide sector colleagues seeking to embed inclusive culture transformation through shared motivations, belonging and connected practice.
National collaboration: Technicians of Place: Making Creative Ecologies Visible
The GLAD Regional Series 2026–27: PLACE delivered in partnership with CHEAD
Lead: Marie-Josiane Agossou : London South Bank University
Partners: Jess Power, Sarah Rhodes, Gordon Sparks, Julie Blackwell Young, and Charlotte Marshall.
This consortium project celebrates the powerful contribution technicians make to place, identity and belonging within creative higher education.
Through a regional gathering, the initiative brings together technicians, students and academics to explore how technical expertise, hybrid professional identity and third‑space practice shape confidence, cultural contribution and creative ecologies.
A facilitated round‑table captures the lived realities of technical, academic and student communities, highlighting how technicians cultivate thriving environments through relational practice in studios and workshops.
The event will generate shared insights into belonging, creative formation and the civic role of technical practice, positioning technicians as central enablers within the HE ecosystem.
Jess Power - external funded collaborations
Creating learning environments that work for BTEC entrants to higher education
Internal Cross University Project
2023 - 2025
Leads: Jess Power & Davina whitnall
This project addresses the sector need to create learning environments that better support students entering higher education with vocational qualifications. It set out to understand how learning, teaching and assessment practices can more effectively recognise the strengths and prior experiences of BTEC learners.
Through analysis of progression patterns and inclusive pedagogic approaches, the work explored belonging‑centred design, fair assessment and the specific skillsets vocational students bring to their studies.
The findings show that more intentional, inclusive learning environments can significantly enhance confidence, engagement and academic performance for these entrants. The project provides practical guidance for institutions seeking to design learning experiences that enable vocational‑route students to thrive.
Inclusive Enhancement: An integrated approach to inclusive assessment
Internal Cross University Project
2024 - 2025
Leads: Jess Power & Davina Whitnall
This project responds to sector‑wide challenges in progression and belonging by developing an integrated, evidence‑informed approach to inclusive assessment and feedback. It set out to create a practical set of institutional principles that support diverse learners, strengthen transition and build assessment literacy.
Through a staff/student co‑created process, the team reviewed sector practice, analysed local data and applied formative assessment theory to design five principles: clear, understood, authentic, robust and personalised, supported by collaborative workshops and creative artefacts.
Outcomes showed improvements in first‑time pass rates and reduced awarding gaps between different entry routes, alongside a cultural shift toward more connected, inclusive practice. The work informed further guidance, programme‑level collaboration and ongoing evaluation to embed inclusive assessment across the institution.
An evidence-based approach to re-engaging students by re-framing support for success
Internal Cross University Project
2019 - 2021
Lead: Jess Power
This project tackles the challenge of student disengagement by reframing support through an evidence‑based, whole‑community model. It set out to redesign intervention so that non‑engaging students could be identified earlier and supported more effectively.
By merging datasets and applying mixed‑methods analysis, the team developed a connected triage approach linking students, academic staff and guidance services to create tailored support plans.
This strengthened re‑engagement, improved continuation and shifted institutional practice toward more relational, partnership‑driven support. The work demonstrates how data‑informed, cohesive approaches can create more equitable conditions for student success.
Jess Power - evidence based research
The Ukraine Narrative - A perspective on continued professional development.
International University Project
2023-2024
Lead: Jess Power
This project supports continued professional development during the conflict in Ukraine by enabling educators to sustain reflective and adaptive pedagogic practice despite significant disruption.
Working collaboratively, partners created a practical CPD guide and a suite of learning resources spanning learning design, teaching, assessment, feedback, vocational education and learning technologies.
Over time, colleagues have adapted these materials to their own contexts, using them to strengthen practice, deepen self‑reflection and enhance the student experience during challenging circumstances.
The work highlights the resilience of academic communities and the value of shared knowledge in sustaining professional growth.
Building an aesthetic VLE for creative visual learners.
Cross School Project
2013 - 2015
Co-Lead: Jess Power
The project addressed the challenge that creative‑arts students, who depend heavily on visual and intuitive cues, were struggling with a VLE that lacked aesthetic coherence and effective navigation. To respond, the team set out to analyse over 700 modules across two creative faculties and identify barriers to meaningful blended learning. Working collaboratively, learning technologists and academic staff adopted a participatory approach that encouraged tutors to step back from routine practice, reflect critically on their use of the VLE, and co‑design more visually engaging, flexible and pedagogically aligned online spaces. This intervention resulted in improved navigation, enhanced staff confidence, and increased student engagement—particularly among digital residents. Ultimately, the project demonstrated that an aesthetic, well‑designed VLE can significantly elevate blended learning and offers a scalable model for creative disciplines.
Constructive Alignment within VLE's
Quality Enhancement Project
2018 - 2020
Academic Lead: Jess Power
To follow...
Jess Power - TNE and digital enhancement
Civic Engagement The Creative Exchange
Funded by The Royal Academy of Engineering
2019 - 2022
Lead/PI: Jess Power
This project responds to the need for engineering students to build creative confidence, interdisciplinary capability and work‑ready networks by connecting engineering with a wide range of disciplines across the university. It set out to deliver innovative, flexible teaching practices that build resilience, employability and professional identity through sustained cross‑disciplinary engagement.
Through masterclasses, guest workshops, 24‑hour challenges and design sprints facilitated by a Visiting Professor and external partners, engineering students collaborated with peers from design, games, robotics, business, law, forensic archaeology, education and more, engaging with real‑world briefs and emerging technologies.
These activities strengthened confidence, networking, commercial awareness, teamwork, presentation skills and readiness for complex professional environments. The initiative has fostered a culture of innovation and knowledge exchange, influenced curriculum development, generated national and international case studies and established a lasting legacy that prepares engineering graduates to thrive in diverse, multidisciplinary contexts.
Civic Engagement: The Innovation & Creative Exchange
Funded by Royal Academy of Engineering
2012 - 2015
Academic Lead: Jess Power
This project set out to strengthen interdisciplinary learning and industry engagement by expanding challenge based activities across multiple schools and disciplines. It aimed to grow student networks, deepen external partnerships and enhance employability through short, real‑world creative and engineering challenges.
Across the year, students took part in design sprints, workshops, guest lectures and industry‑led challenges with organisations such as BBC UX&D and CP Active, supported by the Visiting Professor’s teaching and mentoring.
These activities-built confidence, collaboration and professional exposure, with several students developing concepts further and securing opportunities such as short internships.
External partners praised the quality of ideas and teamwork, while published case studies and conference showcases positioned ICE as a recognised model of experiential, industry‑connected learning.
Civic Engagement: Honeypot
Funded by Royal Academy of Engineering
2012 - 2015
Academic Lead: Jess Power
This project set out to create a cross‑disciplinary innovation network where students could generate, share and develop ideas supported by staff, mentors and a dedicated online platform.
It aimed to embed innovation, enterprise and prototyping into the undergraduate experience, enabling students to take concepts from early ideation through to proof‑of‑concept with structured guidance and access to a venture fund. Through multiple Honeypot cycles, students engaged in guest lectures, interdisciplinary team formation, workshops, mentoring and an online social‑media‑style space for idea exchange.
These activities resulted in dozens of projects, successful team recruitment across disciplines and several concepts progressing to funded development with strong industry involvement. The initiative strengthened teamwork, confidence and professional skills, while external partners praised creativity and collaboration, establishing Honeypot as a distinctive model for experiential innovation learning.
Jess Power - external funded projects
Jess Power Research Profile
Distinguished pedagogic research profile of over 100 outputs, National Teaching Fellowship recognition and Principal Fellowship of Advance HE. My academic leadership spans doctoral supervision and examination, service on academic promotion panels, and championing parity of esteem for education, increasing professorial awards via the L&T pathway.
Disseminating Practice
Journal Articles
Power, E.J., Whitnall, D., & Scott, M. (2025). An integrated approach to inclusive assessment. Advance HE: Enhancing Assessment and Feedback: A Case Study Compendium, 26–31.
Thomson, C., Whitnall, D., Ivashchenko, D., Tokar, V., Irwin, D., & Power, E.J. (2025). The Ukraine narrative: A perspective on continued professional development. Pedagogy: LTEC Learning and Teaching Showcase, 1(1), 1–23. https://openjournals.salford.ac.uk/pedagogy/article/id/274/
Power, E.J., Thomson, C., & Whitnall, D. (2025). Rebranding learning and teaching at the University of Salford. GLAD-HE 2025 Post-Conference Publication: Gathering Pace. Innovative Practice in Higher Education, 7(1), 1–11. https://journals.staffs.ac.uk/index.php/rebranding-learning-teaching-at-the-university-of-salford-building-a-creative-community-to-support-academic-practice/
Blezard, E., Power, E.J., & Whitnall, D. (2024). A gathering of creative outputs as a case study for transformational change. Innovative Practice in Higher Education, 6(2).
Blezard, E., Power, J., & Whitnall, D. (2024). Reaching out and shouting loud: Capturing best practice in learning and teaching scholarly practice at the University of Salford. Innovative Practice in Higher Education, 5(3), 1–26. https://journals.staffs.ac.uk/index.php/reaching-out-and-shouting-loud-capturing-best-practice-in-learning-and-teaching-scholarly-practice-at-the-university-of-salford/
Power, E.J., Griffith, A., & Jones-Devitt, S. (2024). An evidence-based approach to re-engaging students by re-framing support for success. Innovative Practice in Higher Education, 6(1), 1–26.
Power, E.J., Hawkins, D., & Lawrence, A. (2021). Lockdown learning: The digital transformation of co-curricular interdisciplinary challenges. Innovative Practice in Higher Education, GLAD-HE Special Edition. https://journals.staffs.ac.uk/index.php/lockdown-learning-the-digital-transformation-of-co-curricular-interdisciplinary-challenges/
Power, E.J., & Almond, K. (2019). Comparative study of calculated and actual dimensions in shaped weft knitwear. International Journal of Fashion Design, Technology and Education, 12(2), 225–234.
Almond, K., & Power, E.J. (2018). Breaking the rules in pattern cutting: An interdisciplinary approach to promote creativity in pedagogy. Art, Design and Communication in Higher Education, 17(1), 33–50.
Power, E.J., & Handley, J. (2017). A best-practice model for integrating interdisciplinarity into the higher education student experience. Studies in Higher Education, 44(1), 1–17.
Power, E.J., Leaper, D., & Harris, J. (2017). Designing functional products for children with cancer. International Journal of Fashion Design, Technology and Education, 1–6. http://dx.doi.org/10.1080/17543266.2016.1278466
Power, E.J., & Kannara, V. (2016). Best-practice model for technology-enhanced learning in the creative arts. Research in Learning Technology, 24, 1–17.
Ritchie, J., Tinker, A., & Power, E.J. (2016). The effectiveness of design thinking techniques to enhance undergraduate student learning. In Futurescan 3: Intersecting Identities (10–20). Glasgow: The Association of Fashion and Textile Courses.
Power, E.J. (2016). 24-hour interdisciplinary challenge. Experiential Entrepreneurship Exercises Journal, 1(5), 70–75.
Papers in conference proceedings
Sargent, W., Holderbaum, W., & Power, E.J. (2025). Robotics and revolution: Transforming niche textile manufacturing from streetwear to school uniform. TIWC 2025: Fibre to Future: Transforming Fashion and Textiles through Sustainability and Digitalisation, Porto, Portugal.
Smailes, D., Moran, G., & Power, E.J. (2025). The digital passport: A sustainability journey in ethical fashion. TIWC 2025: Fibre to Future: Transforming Fashion & Textiles through Sustainability and Digitalisation, Porto, Portugal.
Power, E.J., Belloc, C., & Lawrence, A. (2020). Stand up and shout out… Building resilient learning communities: Using evidence to support student success. QAA Scotland Virtual Conference, 3–5 November 2020.
Power, E.J., & Almond, K. (2018). Comparative study of calculated and actual dimensions in shaped weft knitwear. The 91st Textile Institute World Conference 2018 – Integrating Design with Sustainable Technology, 23–26 July.
Almond, K., & Power, E.J. (2017). Breaking the rules in pattern cutting: An interdisciplinary approach. IFFTI Conference, 28–30 March 2017, Amsterdam, 1–12.
Power, E.J., Harris, J., & Leaper, D. (2016). Using QFD as a method to develop functional medical products for children with cancer. The 90th Textile Institute World Conference, 25–28 April, Poland, 1–8.
Ritchie, J., Tinker, A., & Power, E.J. (2015). The effectiveness of design thinking techniques to enhance undergraduate student learning. Futurescan 3: Intersecting Identities, 11–12 November 2015, Glasgow, UK.
Mills, A., Power, E.J., Bailey, R., & Walker, M. (2015). Democracy: Time for renewal or retreat in educational leadership: How the leadership style of Sir Alec Clegg could impact educational renewal through retreat today. British Educational Leadership Management and Administration Society (BELMAS) Annual Conference, 10–12 July, Wakefield Park Conference Centre, Berkshire, UK.
Conference Presentations
Spark, G., Blackwell Young, J., Agossou, M., Marshall, C., Power, E.J., Rhodes, S. (2026). Competitors or colleagues? Supporting institutional pedagogical development through cross-institutional collaboration and co-creation. HEIR Conference 2026: Enhancement, compassion, analytics and data: enabling institutional success, 3–4 September 2026, Abertay University. https://www.heirnetwork.org.uk/about-4 and https://payhip.com/b/xV0La
Hamova, A., Power, E.J., & Hawkins, B. (2026). “What I wish I’d known at the start”: Insights from leaders of seven curriculum transformation projects. QAA Connect Conference, 10 July 2026, University of Bath. https://payhip.com/b/HoZhi
Rhodes, S., Power, E.J., Spark, G., Agossou, M., & Young, J. (2025). Building excellence in HE learning and teaching through exceptional CPD. Advance HE Education Conference, 20 May.
Whitnall, D., Scott, M., & Power, E.J. (2024). An integrated approach to inclusive assessment design. Advance HE Assessment and Feedback Symposium, 5 November 2024 (virtual). https://www.advance-he.ac.uk/programmes-events/events/assessment-and-feedback-symposium-2024
Power, E.J., Thompson, C., & Whitnall, D. (2024). A picture tells a thousand words; An experience provokes infinite emotion. GLAD Conference 2024: Gathering Pace, Ulster University Belfast, 5 September 2024.
Power, E.J., Blezard, E., Whitnall, D., Thomson, C., Dermo, J., & Grayson, N. (2024). A thematic approach to enhance transition between levels for students with vocational qualifications. QAA Quality Insights Conference, 22–23 February 2024.
Blezard, E., Whitnall, D., & Power, E.J. (2023). Made to stick: Using qualitative data analysis software to understand the impact of ‘sticky culture’ in rapid and adaptive change in higher education. Lumivero Virtual Conference, 27–28 September.
Whitnall, D., Blezard, E., & Power, E.J. (2023). A gathering of creative output as a case study for transformational change. GLAD Symposium: Gathering Ourselves, UAL, 8 September 2023.
Griffiths, A., & Power, E.J. (2023). Interdisciplinary challenge-led learning – a blueprint for the future. Employability Symposium 2023: Lighting the Labyrinth, The Studio, Manchester, 25 April.
Lewis, D., Martinez Sanchez, M., Power, E.J., & Webb, D. (2023). Designing emotions: Strategies for furniture designers. 17th International Conference on Design Principles & Practices, 29–31 March 2023, Polytechnic Institute of Lisbon.
Power, E.J., Whitnall, D.C., & Thomson, C.J.M. (2023). Building a community to support learning and teaching practice: Our journey. Quality Insights Conference 2023, 23–24 February (online).
Power, E.J., Whitnall, D., West, M., & Grogan, S. (2022). The lived experience: Driving transformational change within higher education during and beyond the pandemic. IFNTF Symposathon: Reshaping Teaching Excellence, 19–20 September. https://cardiff.cloud.panopto.eu/Panopto/Pages/Viewer.aspx?id=0e8deb74-3e4c-4597-85bf-af1600175427
Power, E.J., Jones-Devitt, S., & Griffith, A. (2022). Retention: Re-engaging the disengaged. Advance HE Student Retention and Success Symposium 2022. https://www.advance-he.ac.uk/programmes-events/events/student-retention-and-success-symposium-2022
Power, E.J., Hawkins, D., & Lawrence, A. (2021). Lockdown learning… an interdisciplinary approach. GLAD 23rd Annual Conference: A New Era in Creative Education, 22–23 April.
POWER, E.J., Hawkins, D., & Lawrence, A. (2021). An interdisciplinary approach – connecting beyond the curriculum. Eye on TAMK Conference, 22–26 March 2021, Tampere University of Applied Sciences, Finland.
Power, E.J. (2019). Rocket or rollercoaster: Blasting off to planet digital. GLAD 22nd Annual Conference 2019: Art and Design Education – Where Do We Go From Here?, 6 December, Manchester Metropolitan University.
Power, E.J. (2019). Transforming the student experience by integrating interdisciplinary challenge-led learning. HEIR Conference 2019, University of Wolverhampton, 11–13 September.
Power, E.J. (2019). Transforming learning through commercial challenge-led projects. HEFi19 Conference: Learning and Teaching in the ‘Next Generation’ University, University of Birmingham, 20–21 June.
Power, E.J. (2018). Measuring student success: Are there alternative metrics? GLAD 2019 – Underneath the Metrics, Manchester School of Art, MMU, 7 December 2018.
Power, E.J. (2018). Exploring interdisciplinary challenge-led learning opportunities for knowledge co-creation. HEA Annual Conference 2018: Teaching in the Spotlight, 3–5 July, Aston.
Power, E.J. (2017). Developing employability skills through interdisciplinary industry challenges. HEA Annual Conference Arts & Humanities Strand: Generation TEF, 4–6 July, Manchester.
Power, E.J. (2017). Add a bit of honey to enhance enterprise and employability. HEA Annual Conference Arts & Humanities Strand: Generation TEF, 4–6 July, Manchester.
Power, E.J. (2017). User-centred design – The Wigglebag. 2nd International Skin Conference, University of Huddersfield, 27–28 June 2017.
Power, E.J. (2017). Beyond the boundaries of art and design. Exploring Territories: The Changing Landscape of Art and Design in Higher Education, GLAD Annual Conference, 6 April, Manchester, UK.
Mills, A., Power, E.J., Bailey, R., & Walker, M. (2017). The persistence of character. Exploring Territories: The Changing Landscape of Art and Design in Higher Education, GLAD Annual Conference, 6 April, Manchester, UK.
Power, E.J. (2016). Honeypot: A creative exchange for enterprise and employability. Pecha Kucha, International Entrepreneurship Educators Conference (IEE), 7–9 September, Liverpool.
Power, E.J., & Fleming, L. (2016). Impacting on the UG experience through interdisciplinary industry collaborations. ICE Workshop, International Entrepreneurship Educators Conference (IEE), 7–9 September, Liverpool.
Fleming, L., & Power, E.J. (2016). The future of wound measurements: 3D printing and scanning. 1st International Skin Conference, 27–28 June, University of Huddersfield.
Pigott, J., Hargreaves, J., Power, E.J., & Swann, D. (2016). Liminal hospital spaces: Corridors to well-being? Well-Being 2016: Co-Creating Pathways to Well-Being, Birmingham City University, 5–6 September.
Power, E.J., & Kannara, V. (2015). Building an aesthetic VLE for creative visual learners. ALT Annual Conference 2015: Shaping the Future of Learning Together, 8–10 September, University of Manchester.
Chapters in books
Power, E.J., Whitnall, D.C., West, M.L., & Grogan, S. (2023). The lived experience: Driving transformational change within higher education during and beyond the pandemic. In Reshaping Teaching: The Pandemic and the New Now (pp. 118–130). Edited by Doolan, M., & Richie, L.
Power, E.J. (2018). Chapter 6: Embedding interdisciplinary and challenge-led learning into the student experience. In Hyams-Ssekasi, D., & Cauldwell, E. (Eds.), Experiential Learning for Entrepreneurship: Theoretical and Practical Perspectives on Enterprise Education. Palgrave. ISBN 978-3-319-90004-9.
Power, E.J. (2017). Advanced knitting technologies for high-performance apparel. In High Performance Textiles and Their Applications. Elsevier: London, UK.
Power, E.J. (2014). Chapter 12: Yarn to fabric: Knitting. In Sinclair, R. (Ed.), Textiles and Fashion: Materials, Design and Technology (pp. 289–305). Woodhead: London. ISBN 978-1845699314.
Other Published Outputs
Hawkins, B., Hastings, R., Bright-Allinson, M., McDowall, K. Haigh, C., Gibbs, C., Black, M. Marsham, S., McCrum, E., Hill, C., Maheshwari, V., and Power, J. (Oct 2026) Curriculum Reform: A Whole Community Approach. QAA. Available from: https://www.qaa.ac.uk/docs/qaa/reports/curriculum-reform-a-whole-community-approach.pdf?sfvrsn=e7deb981_3
Power, J. and Hawkins, B. (Oct 2026) Taking a whole-community approach to curriculum reform. QAA Blog https://www.qaa.ac.uk/en/news-events/blog/taking-a-whole-community-approach-to-curriculum-reform.
Byrom, T., Strudwick, K., Kumar Karunagharan, J., & Power, E.J. (2026). Solving wicked HE challenges together: The power of the International Teaching and Learning Network. Advance HE Blog (06–07–2026). https://advance-he.ac.uk/news-and-views/solving-wicked-he-challenges-together-power-international-teaching-and-learning
Power, E.J., Whitnall, D., & Maheshwari, V. (2025). How the University of Salford is embarking on its inclusive curriculum transformation. Curriculum Reform – A Whole Community Approach. University of Exeter. https://sites.exeter.ac.uk/qaa-curriculumreform/2025/09/23/salford-inclusive-curriculum-transformation/
Power, E.J., Whitnall, D., & Thomson, C. (2025, September 5). Pedagogy and practice. Where Art School Leads 2025 Symposium, Nottingham, UK. https://payhip.com/b/Oyhxl
Moran, G., Smailes, D., & Power, E.J. (2025, October). Fixing fashion – a sustainable future. TIWC 2025: Fibre to Future: Transforming Fashion and Textiles through Sustainability and Digitalisation, Porto, Portugal.
Hawkins, B., Hastings, R., Hill, C., Bargawi, H., Dearlove, R., Marsham, S., Allinson, M., Power, E.J., Maheshwari, V., McDowall, K., Gibbs, C., & McCrum, E. (July 2025). Online round table on leading institutional curriculum transformation. https://www.linkedin.com/pulse/rethinking-curriculum-culture-skills-insights-from-prof-jess-vl46e/?trackingId=9yHGRGr3S5mvmUK%2B8HtHXA%3D%3D
Power, E.J., & Whitnall, D. (June 2025). Pedagogy showcase at the University of Salford. Advance HE Blog. https://advance-he.ac.uk/news-and-views/pedagogy-showcase-university-salford/
Power, E.J., & Whitnall, D. (April 2025). Creating learning environments that work for BTEC entrants to higher education. WonkHE. https://wonkhe.com/blogs/creating-learning-environments-that-work-for-btec-entrants-to-higher-education/
Power, E.J., Thomson, C., & Whitnall, D. (February 2025). A creative approach to principled learning and teaching enhancement. Advance HE Blog. https://www.advance-he.ac.uk/news-and-views/creative-approach-principled-learning-and-teaching-enhancement
Whitnall, D., & Power, E.J. (2024, November). Crafting equitable pathways: Co-creating inclusive assessment & feedback principles. CHEAD Innovations in Practice, Virtual.
Power, E.J., Whitnall, D., & Blezard, E. (2024). Supporting BTEC student progression. University of Salford Festival of Learning and Teaching 2024, Manchester, 2–3 September.
Power, E.J., Thomson, C., & Whitnall, D. (2024). Highlights from LTEC. University of Salford Festival of Learning and Teaching 2024, Manchester, 2–3 September.
Thomson, C., Whitnall, D., Ivashchenko, D., Tokar, V., & Power, E.J. (2024). The Ukraine narrative: A perspective on continued professional development. University of Salford Festival of Learning and Teaching 2024, Manchester, 2–3 September.
Blezard, E., Power, E.J., Whitnall, D., & Taylor, W. (2023). Reaching out and shouting loud: Capturing best practice in learning and teaching scholarly practice at Salford. L&T Festival, University of Salford, 4–5 September 2023.
Whitnall, D., West, M., Power, E.J., & Blezard, E. (2022). A case study to promote academic citizenship within the PG community: Inclusive structures driving transformational change. 3rd International Conference on the Mental Health & Wellbeing of PGRs, Hybrid/Brighton, UK, 3–4 November.
Power, E.J., Whitnall, D., West, M., Blezard, E., Rafati, P., Stein, A., Broster, P., Dermo, J., Etherington, S., Hookham, C., Keegan, H., & Withnell, N. (2022). University of Salford – Inclusive structures driving transformational change. Advance HE. https://advance-he.org/knowledge-hub/university-salford-inclusive-structures-driving-transformational-change-project/?_gl=1*1ws332n*_gcl_aw*R0NMLjE3ODYwMDAyNzcuRUFJYUlRb2JDaE1JeUtxU3VybUxsZ01Wc3B4UUJoMHZqeFBlRUFBWUFTQUFFZ0xiTFBEX0J3RQ..*_gcl_au*MzIxNjcyNjkyLjE3ODQ4MzMzMTA.
Power, E.J., & Griffiths, A. (2021). Engineers of the future. IET Partner News, Spring 2021, 14–15.
Power, E.J. (2021). Supporting students to engage project. Staffordshire University Exploring Race Inclusion Conference, 24 March.
Power, E.J., Hazell, P., & Braddock, H. (2018). Knowledge co-creation connecting through interdisciplinary commercial/wicked challenges. Staffordshire University Teaching and Learning Conference, 28 June 2018.
Power, E.J., & Jarvis, C. (2017). Teaching and learning conference: Building an academic community: Engaging our students. University of Huddersfield Press. ISBN 978-1-86218-152-6
Haran, F. (2017). Developing patient-centric medical devices. WTiN – Featured Article by Dr Jess Power, 14 June 2017.
Power, E.J. (2015). 24-hour interdisciplinary (Design) challenge (QAA1,2,3,6). Enhancing the Curriculum (ETC) University of South Wales: A Toolkit of Teaching Techniques Case Examples. http://www.etctoolkit.org.uk/science-technology-engineering-and-maths/materials/
Power, E.J., Harris, J., & Leaper, D. (2015). Improving everyday life experiences for children with cancer. Discover.
Editorial Board / Key Note Speaker / Guest speaker
Agossou, M., Rhodes, S., Marshall, C., Blackwell Young, J., Spark, G., Power, E.J. (2026). What makes a “Golden Team”: Successful networking in practice. ILTN Re-launch Event, 12 June 2026, invited speakers.
Power, E.J., O’Boyle, L., & Whitnall, D. (Eds.). (2026). Where Art School Leads? Post-Symposium Publication (Creative Pedagogy 1(1)). UK: GLAD-HE. ISBN 2979-1308. Available at: https://payhip.com/GLADHE/collection/collection-4-where-art-school-leads-2025-to-be-published-summer-2025
Power, E.J., O’Boyle, L., & Whitnall, D. (2026). Editorial – GLAD-HE 2025 Post-Symposium Publication. Creative Pedagogy, 1(1), 1–5. Available at: https://payhip.com/b/Oyhxl
Power, E.J. (2026). Opening speaker, Fashion, Textile Wearable iCongress 2026, 13–15 April 2026. UK: Manchester. https://www.ilettersicongress.co.uk/
Power, E.J., & Whitnall, D. (2024-2026) (Co-Editors). Pedagogy: LTEC Learning and Teaching Showcase. https://openjournals.salford.ac.uk/pedagogy/
Power, E.J., Whitnall, D., & Morley, C. (2025). Editorial – LTEC Post-Festival Publication. Future Horizons in Learning and Teaching Practice, University of Salford, 1(1).
Power, E.J., O’Boyle, L., & Whitnall, D. (2024). Editorial – GLAD-HE 2023 Post-Symposium Publication. Gathering Ourselves. Innovative Practice in Higher Education, 6(2), 1–5.
Guest speaker, NCEE Emerging Entrepreneurial Leaders Programme: Transforming Culture.
Power, E.J., Whitnall, D., & Grayson, N. (2024). Editorial – LTEC Post-Festival Publication: Developing authentic practitioners – practice, identity, community. Innovative Practice in Higher Education, 5(3), 1–5.
Power, E.J. (2022). Keynote – Learning and teaching in the post-pandemic era. Management, Knowledge and Education (MKE) Teaching Practice Conference: A Brave New World, British Academy of Management, 18 November, Birkbeck University, London.
Power, E.J. (2021). Invited speaker – Digital transformation of design-led challenges with impact. Royal Academy of Engineering Visiting Professors Conference, 24 November.
Power, E.J., & Owen, C. (2021). Editorial – GLAD Special Post-Conference Publication: Responding, reframing and re-thinking. Innovative Practice in Higher Education, 1–5. http://journals.staffs.ac.uk/index.php/ipihe/issue/view/21
Power, E.J. (2019). Inaugural lecture – Truly transformative teaching: Enter into the entrepreneurial mind-set. Staffordshire University, 22 May.
Power, E.J. (2019). Invited speaker – Entrepreneurial Leaders. Heads of School Entrepreneurial Leadership Programme, Lincoln University, 30 January.
Fairburn, J., & Power, E.J. (2018). Invited speaker – Building interdisciplinary working across the University. Connected Futures 2018, Staffordshire University, 12 November.
Power, E.J. (2018). Invited speaker – Challenge-led learning: Building interdisciplinary learning communities for impact. CHEAD Leadership Seminar, Wolverhampton School of Art, 3 May.
Almond, K., & Power, E.J. (2016). Guest editors – Special edition of The International Journal of Fashion Design, Technology and Education, 6(2).
Joint organiser and reviewer: The Second International Conference for Creative Pattern Cutting, 24–25 February 2016, Huddersfield, UK.
Power, E.J. (2015). Invited speaker – Promoting interdisciplinary collaboration through ICE and Honeypot. Royal Academy of Engineering VP, Aston University, 19–20 November.
Bailey, R., & Power, E.J. (2015). Editorial – Re-writing the archive. Journal of Writing in Creative Practice. ISSN 1753-5190.
Power, E.J. (2015). Invited speaker – Integration of performance materials into the clothing curriculum. Global Textile Congress, 13–15 February, Bangkok, Thailand.