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About Prof Tony Wall, CMBE

After winning competitive scholarships to study in Toronto, Warwick Business School, and Lancaster University Management School, Professor Wall worked as an innovation, creativity and business growth consultant with technology corporates and entrepreneurs. Supported by major European regional development funds, this work collaborated with researchers at the Revans Institute for Action Learning (now at Manchester Business School), and examined creativity and business growth networks with 1000s of actual or aspiring entrepreneurs.

He then took academic leadership of a £5mn portfolio across 20 subject areas in addition to the development of a regional-level innovation in flexible professional learning and executive education. This work attracted competitive funding from the Higher Education Funding Council for England. Since then, his academic leadership and innovative approaches to collaborating in interdisciplinary teams and networks across the globe have attracted or contributed to multiple major European projects worth over €830k and have reached Australia, the US, France, Spain, Estonia, Lithuania, Sweden, Norway, Finland, and so on.

Professor Wall then moved to the University of Chester to establish and take academic leadership of the International Centre for Thriving, a global scale collaboration between business, education, arts, and health. Here, he has strategic oversight of the impact-oriented projects and programmes, corporate consultancies, and institutional leadership for the global Intra-University Research Programme for Sustainable Development and the European School of Sustainability Science Research. He has led or contributed to projects worth over £2.7mn, and is developing pipeline projects worth over £2.9mn with partners.

Collaborating with a global network of colleagues in Stanford, Massachusetts, Melbourne, and Stockholm, Professor Wall has published 200+ works, including in quartile 1 journals such as The International Journal of Human Resource Management, Journal of Cleaner Production, and Vocations & Learning, as well as global policy reports for the European Mentoring & Coaching Council in Brussels and Lapidus International. In addition to being the Deputy Editor for the largest Encyclopaedia for Sustainable Development in the world, he is invited to review for quartile 1 journals including Academy of Management Learning & Education, Academy of Management Perspectives, Journal of Organizational Behavior, and Plos One.

Overall, his leadership and international impact in these areas have attracted numerous accolades including the prestigious Advance-HE National Teaching Fellowship (awarded to less than 0.2% of the sector), Literati Outstanding Paper and Reviewer Awards, and multiple Santander International Research Excellence Awards. He continues to work closely with professional bodies and organisations internationally in consultancy and advisory roles to develop thriving work places and spaces. Past clients have included the Bank of America, Standard Chartered Bank, Lloyds TSB Bank, BT, TalkTalk, Chinese and American media groups, a Japanese logistics company, a South African University, The NHS, The Police, The RAF and Joint Forces HQ.


Teaching areas:

  • Responsible leadership and management learning (e.g. strategy, strategic planning, leadership, strategic HR).
  • Education for sustainability, resilience, wellbeing, and thriving (e.g. dissertation and thesis projects). 
  • Participatory and arts based methods in management education and research (e.g. action learning, social value and return on investment).

Teaching excellence nominations and awards:

  • National Teaching Fellowship (2017)
  • Dean's Prize for Outstanding Contribution to Research Culture (2016, 2017, 2018)
  • Academic of the Year, Educate North Award Finalist (nominated 2017)
  • Impact in Education, Association of NLP Award Finalist (nominated 2017)
  • Times Higher award (nominated 2017)
  • Guardian award award (nominated 2017)
  • Outstanding Postgraduate Supervisor (winner 2016)
  • Most Innovative Lecturer, Most Inspiring Lecturer, Outstanding Postgraduate Supervisor, Personal Academic Tutor, Most Helpful Feedback (various nominations in 2014-2019)
  • Teaching Fellow Award (winner, 2008)


Key themes of research:

  • Responsible leadership and management learning (e.g. strategy, strategic planning, leadership, strategic HR).
  • Education for sustainability, resilience, wellbeing, and thriving (e.g. dissertation and thesis projects). 
  • Participatory and arts based methods in management education and research (e.g. action learning, social value and return on investment).

Research impact case studies:

  • Impact Case Study 1: Creative Practices for Wellbeing in Organisations. In this case, international practice guidance was developed for practitioners who use creative practices to generate wellbeing outcomes across professional fields, and was translated into 20 different languages. This work guided activity at the regional level with a professional body, influencing the professional development opportunities for 4,000+ practitioners, and is directly informing the strategic developments of another global professional body which operates across the UK, Canada, the Netherlands, and Australia. It will also inform the work of the Culture, Health and Wellbeing Alliance. Previously, no guidance was available which could guide practitioners outside of specialist health and social care fields, and so this guidance filled a significant gap at a global level. The work was underpinned by externally funded research (e.g. TS Eliot and Lapidus International) and research into the subtle dynamics of resilience in organizations (e.g. “Resilience and the (Micro-)Dynamics of Organizational Ambidexterity”). Specifically, the research highlighted the subtle ways the environment can influence and induce stress responses and the ways resilience can be developed through a self-determined, ‘scholarship of practice’ around guidance prompts.
  • Impact Case Study 2: Embedding Relational Ethics in Practitioner Learning across The Professions. In this case, policy was developed with a range of professional bodies including a coaching body (through a “Policy & Practice Provocations” series) and a wellbeing body (at strategy level) to embed relational ethics into professional learning opportunities. Previously, learning opportunities were driven by technical skill development, and so the policy work re-configured more provocative forms of reflective guidance around interdependence and therefore connection to the environment. This impact was underpinned by externally funded research into learning which foregrounded interdependence (e.g. “Ubuntu in adult vocational education” and “Inequalities and agencies in workplace learning experiences”). Specifically, the research highlighted the subtle ways people and are ‘positioned’ against each other and other ‘things’ when learning in organizational settings, and the reflective strategies than can support learning and agency, e.g. around humanness, interconnectedness, and situatedness.

Research projects: 

2021-2023 - Principal Investigator: Innovate UK Knowledge Transfer Partnership “Innovation Ambidexterity - Enbarr Enterprises Ltd”. (AWARDED £153k). 

2021-2023 - Principal Investigator: Innovate UK Knowledge Transfer Partnership “Regional Impact of Organisational Mental Health” - Chapter Mental Health Ltd. (Agreement in Principle £200k).

2021-2023 - Principal Investigator: Innovate UK Knowledge Transfer Partnership “International wellness spaces and supply resilience - Zest for Leisure Ltd. (Agreement in Principle £200k).

2020-2022 - Principal Investigator: British Academy “Empowering Ethnic Minority Youth in Viet Nam to Re-Vision the Future of Decent Work (“Re-WORK”)”. (AWARDED £268k). 

In collaboration with Hanoi University, Phu Xuan University, Tay Bac University, and various local agencies, governments, and NGOs. 

2019-2022 - Co-Investigator: Medical Research Council: PETRA: “Prevention of Disease Using Trade Agreements”. (AWARDED £318k).

In collaboration with Cambridge, Imperial College, Newcastle, Exeter, Sydney, Public Health England / Wales, the NHS, the National Centre for Rural Health and Care, and the World Health Organization. 

2018-2020 - Principal Investigator: TS Eliot Foundation & Lapidus International Research Grant developing international professional framework for the use of creative practices for wellbeing outcomes (involved participatory approaches and the development of guidance in 20+ languages) (AWARDED £30k). 

2017-2020 - Principal Investigator: Higher Education Academy National Teaching Fellowship Grant to study creative and connected forms of pedagogical approaches for sustainable development and arts-based methods. AWARDED.

2016-2020 - WP Principal Investigator, transportable pedagogies for social change: Erasmus+ Key Action 2 Project “Beyond Text” Strategic Partnerships for Higher Education (UK, Finland, Spain, Estonia, Palestine). (AWARDED €310k). 

2015-2017 - Principal Investigator: Santander Research Excellence Awards for researching and embedding pedagogical approaches of Ubuntu, Confucianism, and arts-based approaches as educational approaches to sustainable development (AWARDED £20k, Santander). 

2008-2012 - WP Principal Investigator for academic and collaborative provision related to leadership in Leading Employer Engagement Project (LEEP) and Embedding LEEP in core and sustainable University activity by improving capacity and capability (AWARDED £1.85mn, HEFCE). 

2008-2010 - WP Principal Investigator (pan-European CPD package and conference): Leonardo Transfer of Innovation “Piloting National and European Guidelines designed to encourage the Take Up of The Recognition of Prior Learning Outcomes” (AWARDED €236k). Included Lifelong Learning UK, Foundation Degree Forward, the Netherlands, Finland, Sweden, Spain, Switzerland). Leading to / followed by 2010-2012: Leonardo Transfer of Innovation, 2010-1-IT1-LEO05-01096, Recognition and Development of Vocational Education and Training Competencies. Included Italy, Lithuania, Croatia, France, Switzerland). (AWARDED €292k.)

Knowledge transfer projects:

2018-2021 - Principal Investigator: Licensing of Resilience Cascade (RESCAS72) and Social Enterprise Design Sprint (SEDS).

2018-2020 - Principal Investigator: Commercial change/wellbeing consultancies £55k.

2018-2020 - Principal Investigator: Commercial evaluations £25k, with pipeline £40k.

2015-2017 - Principal Investigator: Higher Education Innovation Fund “Resilience Cascade Diagnostic Tool” which embeds educational approaches to developing resilience in organizations across health, education, and business sectors (schools, universities, health and social care institutes) (£30k, HEIF).

Doctoral research supervision / examination:

Successful completions: 

  1. Principal supervisor: Emergence of the Teaching Excellence Framework in Business Schools (Jodlowski) 
  2. Principal supervisor: Customer satisfaction in private business schools (Qureshi) 
  3. Principal supervisor: Care in transcultural learning (Johnson) 
  4. Principal supervisor: Ambidextrous organisational learning (Maher) 
  5. Principal supervisor: Learning in the fourth age (Vanencia) 
  6. Principal supervisor: Ambidexterity in healthcare management (Collins) 
  7. Principal supervisor: Transcultural workplace induction processes (Montford) 
  8. Principal supervisor: Managers managing stress in the workplace (Parkyn) 
  9. Principal supervisor: Ambidexterity and leadership coaching evaluation (Jamieson) 
  10. Principal supervisor: Manager as coach (Smith) 
  11. Principal supervisor: Wellbeing through transitions (Rowlett) 
  12. Principal supervisor: Strategic ambidexterity in defence SMEs (Lewis) 
  13. Supervisor: Professional legal education/apprenticeship (Westwood)  
  14. Supervisor: Resilience in apprenticeships (Rowe) 
  15. Supervisor: Ministerial relationships (Stokes) 
  16. Supervisor: Strategic choice and big-tech philanthropy (Baker) 
  17. Supervisor: Ambidexterity in SMEs (Wild) 
  18. Supervisor: Professionalisation of Jewish heritage organisations (Millan) 

Doctoral examinations:

  1. Mentoring transitions (Coombs) (Roehampton) 
  2. Transcultural transitions and professionalism/employability (Melbourne) 
  3. Transnational employability (Rahimi) (Melbourne) 
  4. High performance teams in the NHS (Preece) (Wales) 
  5. Critical thinking in learning and development (Derby) 
  6. Medial manager identity (Chester) 
  7. Induction processes and becoming a new professional (Carr) (Chester) 
  8. Identity work in learning and education (Rostron) (Chester) 
  9. Perceptions of technology adoption in banking (Hampshire) (Chester) 
  10. Older driver perceptions of technology adoption (Varshney) (Chester) 
  11. Transitions into teaching and motherhood (McCarthy) (Chester, Chair) 
  12. Social justice in higher education (Sugiono) (Melbourne) 
  13. Academic literacies in higher education (Gopi) (Melbourne) 
  14. National e-Health Strategy in the NHS in England (Richardson) (Chester) 
  15. Marketing pedagogies (Smith) (Chester) 
  16. Creative impact and work based learning (Scott) (Chester) 
  17. Music making and learning (Poole) (Chester) 
  18. Psychogeography in rural landscapes (Scott) (Wales) 
  19. Efficacy of rugby training performance (Evans) (Wales) 
  20. Understanding complexity, history and fiction (Green) (Chester, Chair) 
  21. Change leadership in further education organisations (Flanda) (Chester) 
  22. Eco-acoustics and memory (Gater) (Chester, Chair) 
  23. Emotional demands on clergy wives (Gardner) (Chair, Chester) 
  24. Art collaborations and communities of practice (Cedervall) (Chester/Stockholm) 
  25. Agency and English (Dore) (Manchester) 
  26. Agency in a performative context (Newton) (Manchester) 
  27. Identity and agency in consulting and development (Mushayandebvu) (Liverpool) 
  28. Silence and voice in strategy development and implementation (Rowa) (Liverpool) 
  29. Banking governance (Agamah) (Leeds) 
  30. Executive Compensation in Banks (Gbe) (Leeds) 
  31. Educational leadership (Beattie) (Chester) 
  32. Leadership in purchasing and category management (Benn-Ohikuare) (Chester) 
  33. Support needs of personnel undergoing a medical discharge (Flood) (Chester, Chair) 
  34. Learning organisation and small businesses (Silva) (Chester) 
  35. Poetry in coaching (McCartney) (Oxford) 
  36. Development of communities of practice (Evers) (Chester) 
  37. Wellbeing coaching (Nacif) (Oxford) 
  38. Literature and leadership development (Wright) (Oxford) 
  39. Feedback conversations for leader development (Maxwell) (Oxford) 
  40. Higher education-industry collaboration and apprenticeship (Giblin) (Waterford) 
  41. Corporate social responsibility in the Irish aircraft industry (Mulcahy) (Waterford) 
  42. International student resilience (Brogden-Ward) (Chester) 
  43. Employability and D/deaf students (Brooks) (Huddersfield) 
  44. Democratisation and employee ownership (Smith) (Winchester) 
  45. Psychological wellbeing of looked after people (Waterson-Smith) (Chester) 
  46. Public health policy in Lebanon (obesity prevention) (Al Kattan) (Chester)  
  47. Intercultural management (HDR, Lichy) (Lyon 3) 
  48. Sustainability education (DSc, Leal) (Bradford) 
  49. Micro-enterprise branding UK-China (Wang) (Chester) 

Currently doctoral supervisions: 

  1. Principal supervisor: Learning entrepreneurial resilience (Evans) 
  2. Principal supervisor: Thriving in workplace learning (Weston) 
  3. Principal supervisor: Translational ethnography of management learning (Carden) 
  4. Principal supervisor: Ethnographic explorations of accounting professionals and psychological mobility (Mclaughlan) 
  5. Principal supervisor: Play and thriving in organisational life (Dimosthenaki) 
  6. Principal supervisor: Workplace learning in high pressure contexts (Hudson) 
  7. Principal supervisor: Integrating sustainability into the accounting curriculum (Mburayi) 
  8. Principal supervisor: Duo-ethnography of elite coach mentoring (Tones) 
  9. Principal supervisor: Organisational play in professional medical contexts (Rylance) 
  10. Principal supervisor: Ambidexterity of project teams (Fitzsimons) 
  11. Principal supervisor: Creative impact and professional learning (Pretty) 

Published Work

30+ articles including in Quartile 1 (Q1) journals, with REF21 submissions externally rated as 3*: 

  1. Blasco, M., Wall, T., et al (2021). The hidden curriculum of responsibility (un)learning at business schools, Management Learning. (Q1).  
  2. Leal Filho, W., Wall, T., et al (2021) The impacts of the early outset of the COVID-19 pandemic on climate change research: Implications for policy-making, Environmental Science & Policy (Q1). 
  3. Leal, W., Wall, T., et al (2021). Impacts of COVID-19 and social isolation on academic staff and students at universities: A cross-sectional study. BMC Public Health, forthcoming. (Q1). 
  4. Filho, W., Wall, T., et al (2021) Trends in Scientific Publishing on Sustainability in Higher Education, Journal of Cleaner Production, early cite, (Q1). 
  5. Leal Filho, W, Price, E., Wall, T., et al (2021). COVID-19: the impact of a global crisis on sustainable development teaching, Environment, Development and Sustainability (Q1). 
  6. Leal Filho, W., Azul, A.M., Wall, T. et al. (2021) COVID-19: the impact of a global crisis on sustainable development research. Sustainability Science, 16, pp 85–99. (Q1). 
  7. Stokes, P., Smith, S., Wall, T., et al. (2019). Resilience and the (Micro-)Dynamics of Organizational Ambidexterity: Implications for Strategic HRM. The International Journal of Human Resource Management, 30 (8), pp 1287-1322. (Q1, REF21 externally rated as 3*). 
  8. Leal Filho, W., Wall, T. et al (2019). The integration of social responsibility and sustainability in practice: exploring attitudes and practices in Higher Education Institutions, Journal of Cleaner Production, 220, pp. 152-166. (Q1). 
  9. Leal Filho, W., Wall, T. et al (2019) The role of higher education institutions in sustainability initiatives at the local level, Journal of Cleaner Production, 233, pp. 1004-1015. (Q1). 
  10. Tran, L. T. & Wall, T. (2019). Ubuntu in adult vocational education: Theoretical discussion and implications for teaching international students, International Review of Education, 65, pp. 557–578. (REF21 externally rated as 3*). 
  11. Wall, T., Tran, L.T. & Soejatminah, S. (2017). Inequalities and agencies in workplace learning experiences, Vocations and Learning, 10 (2), pp 141–156. (REF21 externally rated as 3*). 

28 peer-reviewed books including translations into Italian:

  1. Wall, T., Cooper, C., & Brough, P. (2021) The SAGE Handbook of Organisational Wellbeing, London: Sage.
  2. Helyer, R., Wall, T., Minton, A., and Lund, A. (2021) The Handbook of Work-based Learning, 3rd Edition, London: Palgrave.
  3. Mothan-Hill, P., Luna, H., Wall, T., Puntha, H., and Baden, D. (2021) Storytelling for Sustainable Development in Higher Education, London, Palgrave.
  4. Leal, W. et al, Wall, T. (eds) (2019-2021) The Encyclopedia of the United Nations’ Sustainable Development Goals, Cham, Springer. Includes 17 volumes, 1,700 chapters, 3,000 authors including colleagues from Stanford, Cambridge, Oxford, Melbourne, Sydney, and across 30+ countries.

7 inter/national policy reports, including for the European Mentoring and Coaching Council in Brussels, Chartered Association of Business Schools, Lapidus International, and the Higher Education Academy / the Quality Assurance Agency. Translated into 20 languages. 

  1. Wall, T. (2021) A Creative Recovery: A National Study into Creative Writing for Wellbeing under COVID-19, Bristol, Lapidus International. 
  2. Wall, T. and Axtell, R. et al (2020) Creative Practices for Wellbeing - Practice Guidance. Bristol, Lapidus International. Translated into 20 languages. 
  3. Wall, T., Csigás, Z., et al (2018) Research Policy and Practice Provocations – Coaching Ethics, Brussels, the European Mentoring and Coaching Council. 
  4. Wall, T., Csigás, Z., et al (2017) Research Policy and Practice Provocations – Coaching Evaluation in Diverse Landscapes of Practice, Brussels, the European Mentoring and Coaching Council. 
  5. Wall, T., Iordanou, I., Hawley, R. and Csigás, Z. (2016) Research Policy and Practice Provocations – Towards Research that Sparks and Connects, Brussels, the European Mentoring and Coaching Council. 
  6. Wall, T. & Jarvis, M. (2015). Business schools as educational provocateurs of productivity via interrelated landscapes of practice, London, Chartered Association of Business Schools. 
  7. Shaw, J. and Wall, T. (2010) Quality assurance, enhancement and risk management in employer engagement – bitesize demonstrator project, in Tallantyre, F., Kettle, J. and Smith, J. (2010) Quality and responding to employer needs, York, Higher Education Academy. 

50+ peer-reviewed chapters including in the Encyclopedia of the United Nations’ Sustainable Development Goals and the Encyclopedia of Sustainability in Higher Education. See Research Gate profile for details.

60 peer-reviewed international contributions in UK, US, Greece, France, the UAE, Australia, Hungary, Austria, Italy, Denmark, and Sweden.

Recent highlights include:

  1. Dyer, S., Hurd, F., Shankaran, S., Wall, T. et al, (2021) The power of collective storytelling: Unmasking restorative spaces, self-care and wellbeing, 37th European Group on Organization Studies Colloquium, 8-10 July. 
  2. Callahan, J.L., Blasco, M., Robinson, S., Wall, T., Padan, T., Elliott, C.J., Bergmann, R. & Kjaergaard, A. (2020) Making visible the invisible: Moving micro activism from the shadows to embodied practice, Academy of Management Annual Meeting, Vancouver. Submitted.
  3. Wall, T., Robinson, S., Elliott, C., Blasco, M., Kjærgaard, A., Callahan, J., Padan, T., & Bergmann, R. (2020). Revisiting collaborative writing: Experimenting with collective authoring as method, Qualitative Research in Management and Organization Conference, April 7 - 9, Albuquerque, New Mexico, US.
  4. Wall, T., Robinson, S., Elliott, C., Blasco, M., Kjærgaard, A., Callahan, J., Padan, T., & Bergmann, R. (2020). Micro activism as restorative space: enacting and experimenting with alternative ways to repair academia, Standing Conference on Organisational Symbolism, Copenhagen Business School Denmark, 6-9 July.
  5. Wall, T., Evans, V., & Hindley, A. (2020). Playful ambiguity for adaptive capacity, In Research in Management Learning and Education (RMLE) Unconference Proceedings. University of Christchurch, New Zealand.
  6. Chabernet, D., Lichy, J. & Wall, T. (2019). Insurrection as Recognition: Urban Riots for Love, Rights, and Solidarity. In British Academy of Management Conference Proceedings (September, Aston University). London, United Kingdom: British Academy of Management.
  7. Cregan, K., Wall, T., Evans, V., Marshall, J. & Hindley, A. (2019). Organisational resilience of business schools: exploring the possibilities of adaptation. In Research in Management Learning and Education (RMLE) Unconference proceedings (p. 31). Dubrovnik, Croatia: Research in Management Learning and Education (RMLE).
  8. Evans, V. & Wall, T. (2019). An emerging challenge: The development of entrepreneurial resilience for independent self-employment. In Research in Management Learning and Education (RMLE) Unconference Proceedings (p. 61). Dubrovnik, Croatia: Research in Management Learning and Education (RMLE).
  9. Wall, T., Hindley, A., Mburayi, L., Cregan, K., & Evans, V. (2019). Integrating sustainability in business schools: The possibility of harmonic response across heterogenic landscapes? In Research in Management Learning and Education (RMLE) Unconference Proceedings (pp. 21-22). Dubrovnik, Croatia: Research in Management Learning and Education (RMLE).


  • Certified Business & Management Educator (pending)
  • Doctorate (EdD) in Psychological Transformation, MA Action Research, PGC Teaching & Learning, PGD Coaching & Facilitation
  • Doctorate (PhD) in Performance & Artful Play (expected 2022)
  • MSc (IT, Management & Change) with Distinction (Lancaster University Management School)
  • BSc Hons Management Sciences First Class (Warwick Business School and Schulich School of Business, Toronto)
  • Academic Member of the CIPD
  • National Teaching Fellowship
  • Fellow of the Higher Education Academy
  • Fellow of the Royal Society of the Arts