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Staff Profile

Dr Chris Whiting

Lecturer in Academic Practice

I completed my first degree in Professional Musicianship in 2007 with the Brighton Institute of Modern Music (awarded by University of Sussex). My first lecturing position was at Newcastle College (2010-2015), where I taught on the FdA (Foundation degree of the Arts) in Popular Music and Music Production. As well as teaching modules in music theory, music technology, project and research modules, I also designed modules and an FdA course in Songwriting.

In 2015, I left Newcastle College to start my PhD at Newcastle University where I also did some part time teaching in the music department. My PhD was in Observing and Theorising Learning in Songwriting through Autoethnography (2022), the outputs include a methodology for observing and theorising how we learn, and the possibilities and implications for teaching and learning in and of creative practices.
In 2019, I joined the Learning and Teaching Development Service at Newcastle University as a Professional Development Adviser. In this role, I designed and delivered courses, schemes, units and workshops to support staff in developing their teaching practices and gaining recognition with the Higher Education Academy.
I joined York St John University in 2023 as a Lecturer in Academic Practice.


I lead on the Academic Induction, supporting staff new to teaching in Higher Education, and lead on the Developmental Pathway, supporting staff gain HEA recognition (D1-D2) for their teaching. I also contribute to the Experiential Pathway, supporting experienced staff gain HEA recognition (D1-D3).


My recent research is progressing from Models of Authorship in Songwriting (due 2023), as theorised from my own learning experience in my PhD studies, to Valuing in Songwriting (due 2023) as the evaluative process observed in my PhD studies, and finally Process-Based Pedagogies (due 2024) as the possibilities and implications for Higher Education concluded from my PhD studies.

Currently, my research is in authentic learning which incorporates authentic assessment, inclusive practice and designing out academic misconduct.

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