Mrs Steph Mckay

I am an experienced higher education professional specialising in academic mentoring, apprenticeship support, curriculum development, and programme leadership within the Project Management Degree Apprenticeship (PMDA). My work is defined by strategic innovation, high‑quality academic support, and a commitment to continuously enhancing apprentice experience, staff capability, and programme-wide operational efficiency. As Lead Academic Mentor, Programme Lead, and project manager for major digital initiatives, I have delivered sustained impact across teaching, assessment, mentoring practice, and institutional strategy.

In my role as Lead Academic Mentor, I have driven the strategic development of mentoring practices, resources, and frameworks that underpin high-quality apprentice support. I led the design and implementation of a comprehensive portfolio development framework, ensuring clear alignment between programme delivery, academic assessments, and End Point Assessment (EPA) requirements. This framework includes detailed portfolio guidance, evidence locator tools, case study and witness statement templates, assessment planning resources, and structured timelines to guide apprentice progression throughout the programme. These tools create clarity for apprentices and ensure Academic Mentors can deliver consistent, effective feedback and guidance.

A key strand of my practice is delivering targeted portfolio workshops, positioned at critical stages of the programme. I design and facilitate these sessions and integrate pre‑ and post‑session communication to reinforce learning. Ongoing evaluation through participant feedback enables iterative improvements, contributing to strong apprentice engagement, early achievement of portfolio milestones, and readiness for EPA.

My commitment to high‑quality academic support is further demonstrated through structured mentoring that emphasises reflective practice, progress tracking, and integration of academic and workplace learning. Through regular progress reviews, I guide apprentices in developing evidence-based portfolios, preparing for assessments, and strengthening leadership and project management capabilities.

I also work closely with workplace managers and mentors to ensure alignment between academic expectations and organisational practice. For example, my collaboration with employers has contributed to improved professional behaviours during workshops and increased apprentice engagement.

My leadership extends beyond direct mentoring. I have made significant contributions to teaching and curriculum development, supporting early delivery of the Professional Practice module and ensuring a cohesive learning experience through coordination of lecturers and guest speakers. By maintaining a consistent presence in these sessions, I am able to provide timely feedback to colleagues and contribute to programme‑level enhancements.

In addition to teaching and mentoring, I have led and supported several programme‑wide initiatives that strengthen the apprenticeship infrastructure. These include participation in the DA Maths & Numeracy Community of Practice, development of digital resources for workplace mentors, evaluation of assessment tools across the Business School, and consolidation of Academic Mentor induction materials.

As OneFile Superuser, I hold programme‑level oversight of ePortfolio management, centre responsibilities, workflow improvements, and issue resolution, ensuring that staff and apprentices have the support required for effective portfolio progression.

My broader leadership contributions include chairing Academic Mentor team meetings, providing induction and ongoing support for new mentors, and ensuring operational alignment across the programme. I also represent the University in national tripartite meetings and contribute to sector‑wide conversations on apprenticeship best practice.

Beyond programme delivery, I play an active role in University citizenship. I support student inductions, engage with prospective apprentices, participate in graduations, share best practice with colleagues, and represent the University within employer networks and national focus groups. These activities strengthen community relationships and contribute to a positive, inclusive academic environment.

Finally, I maintain a strong commitment to continuing professional development, actively pursuing qualifications and training that enhance my expertise in education, internal quality assurance, and project management. My current progression toward a BSc in Project Management and Chartered Manager status reflects my dedication to lifelong learning and evidence‑informed practice.

Looking ahead, my focus is on continuing to advance the PMDA programme, strengthening mentoring capability within the Academic Mentor team, leading further digital enhancements, and contributing to University‑wide initiatives that support innovation in apprenticeship delivery.