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About Prof Tony Wall

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, arts, health, and education to deliver sustainable transformation. Here, he has strategic oversight of the research of the International Centre for Thriving including impact-oriented research programmes (DProf, DBA, PhD), multiple Innovation Fund impact projects, 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

Teaching areas:

  • Doctoral and Master’s project supervision related to organization theory, psychological stress, resilience, thriving, and wellbeing, organizational development, leadership, and change, and arts-based methodologies.
  • Self-Review for leadership and organizational development (using psychometrics, diagnostics, and process consultancy).
  • Research methods including arts-based and participatory methodologies.
  • Academic lead for corporate and collaborative programs in organizational and leadership development (e.g. leadership, coaching, mentoring).

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)

Research

Key themes of research:

  • organizing and organization for psychological resilience, thriving, and wellbeing (as part of sustainable development)
  • organizational and leadership development and change
  • arts-based methodologies

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:

2020-2023 - Co-Investigator: ESRC “Realising the Potential of Education as a Driver of Sustainable Development: Research and Outreach” £1.8mn (submitted, awaiting result).

  • With Hamburg University of Applied Sciences, Addis Ababa University, University of Zambia, and Nepal Center for Contemporary Research, Khulna University of Engineering & Technology, Vanuatu Institute of Technology, Solomon Islands National University, Manchester Metropolitan University, and various local agencies, governments, and NGOs.

2020-2023 - Principal Investigator: British Academy Knowledge Frontiers Grant “RE-imagining sociocultural TOOLS for CLIMATE hazard and risk (‘ClimateRETOOL’)” - £184k (submitted, awaiting result).

  • In collaboration with Addis Ababa University, University of Zambia, Nepal Center for Contemporary Research, and various local agencies, governments, and NGOs.

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

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

2020-2023 - Co-Investigator: Society for the Advancement of Management Studies / British Academy of Management Research and Capacity Building Grant “’Managing' in the Anthropocene: Organizing identities in a collapsing world” £150k (submitted, awaiting result).

  • In collaboration with the Open University Business School, Storyhouse, Lapidus International and various local agencies, governments, and NGOs.

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) (£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.

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

2015-2017 - Principal Investigator: Santander Research Excellence Awards x 7 for researching and embedding pedagogical approaches of Ubuntu, Confucianism, and arts based approaches as educational approaches to sustainable development.

2008-2012 - Lead 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 projects (£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” (€236k). Leonardo Transfer of Innovation 2008-1-GB2-LEO05-00226: Piloting National and European Guidelines designed to encourage the Take Up of The Recognition of Prior Learning Outcomes. Included Lifelong Learning UK, Foundation Degree Forward, the Netherlands, Finland, Sweden, Spain, Switzerland). €236k. 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). €292k.

Other pipeline projects:

2020-2022 - Co-Investigator: ERASMUS+ KA2 - Cooperation for innovation and the exchange of good practices, KA203 - Strategic Partnerships for higher education, “Sustainable Development Educational Staff Competences in Higher Education (SD-CoHErence)”. €291k.

  • In collaboration with Hamburg University of Applies Sciences, Stockholm University, the European School of Sustainability Science Research, Bit of Trust, EFCoCert.

2020-2022 - Co-Investigator: AHRC Research Networking Grant "Borders and Bridges for Wellbeing" £45k (in development).

  • In collaboration with the University of South Wales, Storyhouse, Lapidus International and various local agencies, governments, and NGOs.

2020-2022 - Co-Investigator: ESRC Research Methods Development Grants Seminar Series grant "Appreciative methodological pathways to wellbeing impact" (in development).

  • In collaboration with University of Sheffield Management School, Adam Smith School of Business University of Glasgow, Newcastle Business School, and Copenhagen Business School.

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).

Other pipeline projects:

2020-2023 - Co-Investigator: National Lottery People & Places "1mn words of wellness" £245,000 (in development). In collaboration with Storyhouse, Lapidus International, and Enbarr Foundation.

Doctoral research supervision / examination:

13 successful completions:

  1. Principal supervisor: Ambidexterity in healthcare management (Collins)
  2. Principal supervisor: Emergence of the Teaching Excellence Framework in Business Schools (Jodlowski)
  3. Principal supervisor: Ambidextrous organisational learning (Maher)
  4. Principal supervisor: Transcultural workplace induction processes (Montford)
  5. Principal supervisor: Managers managing stress in the workplace (Parkyn)
  6. Principal supervisor: Ambidexterity and leadership coaching evaluation (Jamieson)
  7. Principal supervisor: Wellbeing through transitions (Rowlett)
  8. Principal supervisor: Manager as coach (Smith)
  9. Principal supervisor: Customer satisfaction in private business schools (Qureshi)
  10. Principal supervisor: Care in transcultural learning (Johnson)
  11. Supervisor: Professional legal education/apprenticeship (Westwood)
  12. Supervisor: Ministerial relationships (Stokes)
  13. Supervisor: Resilience in apprenticeships (Rowe)
  14. Supervisor: Ambidexterity in SMEs (Wild)

36 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)

10 current doctoral candidates:

  1. Principal supervisor: 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 (Mclaughlin)
  5. Principal supervisor: Play 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: Partnership and engagement in business schools (Shotton)
  9. Principal supervisor: Duo-ethnography of elite coaches coaching (Tones)
  10. Supervisor: Learning in the fourth age (Venencia)

Published Work

30+ peer-reviewed articles including in quartile 1 journals and/or externally rated for REF as 3*.

Recent highlights since 2014 include:

  1. 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. (SJR Quartile 1, externally rated as 3*).
  2. 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. (SJR Quartile 1).
  3. 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. (SJR Quartile 1).
  4. 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. (externally rated as 3*).
  5. Wall, T., Tran, L.T. & Soejatminah, S. (2017). Inequalities and agencies in workplace learning experiences, Vocations and Learning, 10 (2), pp 141–156. (SJR Quartile 1, externally rated as 3*).

28 peer-reviewed books including translations into Italian.

Recent highlights since 2014 include:

  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.

6 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.

Recent highlights include:

  • Wall, T. and Axtell, R. et al (2020) Creative Practices for Wellbeing - Practice Guidance. Translated into 20 languages.
  • Wall, T., Csigás, Z., et al (2018) Research Policy and Practice Provocations – Coaching Ethics, Brussels, the European Mentoring and Coaching Council. Translated into Polish.

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. 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.
  2. 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.
  3. 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.
  4. 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.
  5. 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.
  6. 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).
  7. 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).
  8. 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).

Qualifications

  • Doctorate in transformation, MA, PGC, PGD
  • MSc 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