Improving Teaching & Learning

You teach, support or design learning in higher education or professional settings.
You want learning to work better — and you may recognise this.

Students (or other learners you work with) show up, but learning falls short.

• Abstract ideas remain abstract
• Applying knowledge is difficult
• Feedback meets resistance
• Attention and concentration fade
• Participation remains limited
• Digital distraction competes for attention

And the same question keeps returning:
why isn’t this working the way it should?

You have ideas about how your course, training or programme could be clearer, more engaging or more meaningful.
Yet those ideas often get stuck.

• Little support
• Little time
• Little space

You are not looking for another ‘nice idea’.
You want something practical and evidence-informed that actually helps people learn

At the same time, you want to grow as a professional.
Not through generic training, but by improving your own practice — preferably together with others.

If even one of these feels familiar, we’ll likely get along very well.

What I keep seeing in my work is this:
people do not get stuck because they do not care,
but because clarity, structure and good sparring are missing.

There is a better way. And no — it does not involve working longer hours.

This is where I come in.

Developing learning

This work often starts with learning itself — with a course, a programme or a training that is not quite doing what it should.

Development does not happen by stepping out of practice to “do training”.
It happens by working on what is already there, and by looking carefully at how learning is designed and where it gets stuck.

From there, small and deliberate changes can make a real difference.
Not as an extra layer, but as part of everyday practice — in ways that last.

In this way, improving learning and developing professionally go hand in hand.
The effort you invest supports better learning for others, and more deliberate choices in your own practice.

Developing leadership

This work also grows out of practice.
Out of improvement work that starts to matter beyond your own course or programme.

As learning and change take shape, others begin to turn to you.
Not because you claim a leadership role, but because you bring focus and help make sense of what is happening.

Leadership, in this sense, is not separate from the work.
It develops through everyday decisions and choices about direction.

I support you in shaping a way of leading that fits you and your context.
Not by stepping away from practice, but by staying close to it — in ways that last.

Team development

Meaningful improvement rarely happens alone.
Courses, programmes and practices are shaped together.

Team development grows out of working on shared questions.
Questions that matter in everyday practice.

I support teams in working on these questions in ways that lead to action.
Not endless discussion, but shared understanding and ownership.

This creates progress a team can carry together.
Grounded in practice, and sustainable over time.

Let’s take the next step

Sometimes, what helps most is having someone think things through with you.
To turn a vague intention into something concrete.
And workable.

If this speaks to you, feel free to reach out.
A message here or an email to info@irmact.com both work.

Coffee is always an option ☕
I am curious to hear what you are working towards.