Teaching

Teaching Philosophy

All too often, postgraduate researchers rush into their studies or methodological choices without fully understanding the ‘why’ behind their decisions. Teaching at this level is not just about transferring knowledge; it’s about shaping how candidates critically engage with complex research problems. I believe that deep learning requires structure, patience, and intellectual discipline—providing doctoral and master’s candidates with the tools to navigate complexity, rather than relying on trial and error.

In a paradigm that increasingly prioritises fast learning and surface-level understanding, my approach focuses on building a strong intellectual foundation before moving to application. I emphasize rigorous methodological training, critical engagement with literature, and clarity in research design, ensuring that candidates fully grasp the theoretical and practical underpinnings of their work. This structured approach equips them with the confidence and capability to make well-reasoned decisions in their research process—whether in designing studies, analysing data, or positioning their work within broader academic conversations.

By combining in-depth learning with meaningful application, I empower postgraduate researchers to think critically, challenge assumptions, and articulate their contributions with clarity. My goal is to cultivate independent, reflective scholars who not only navigate research challenges with confidence but also contribute meaningful, high-impact work to their fields. After all, today’s research candidates are the future of research!

Teaching Expertise

Craig specialises in teaching Qualitative Research Methodology and Research Communication at the postgraduate level.

But that’s not all Craig teaches:

Discipline Expertise:

Crisis Communications & Reputation Management

Educational Leadership

Corporate Training:

Crisis Communication

Stakeholder Engagement & Outreach

Scenario Planning