My first 100 days as Dean of the Faculty of Science and Technology

Since joining Middlesex University in early January, I have been eager to understand the Science and Technology Faculty and how it works within a wider ecosystem of education, knowledge exchange, research and external engagement. In my first blog I wrote about the mission of the faculty and the role of STEM as change-making. As follow up, the focus is on the how and where.

Innovation through authentic learning

The “how” element has come through powerfully in two perfect examples. The first was a hackathon organised by the Department of Computer Science. Led by Michael Heeney, Serengul Smith and Kelly Androutsopoulos, the event brought together students taking Computer Science, IT, and AI and Data Science courses. I visited the hackathon towards the end of a long day of team working and problem-solving.

As teams, the students were asked to design and develop innovative prototype solutions around “The Smart Campus of the Future”. It was a highly pertinent challenge-led opportunity because every university is grappling with this issue: how to use digital infrastructure to improve the creation and delivery of learning, research and campus operations. A team composed of Kamil Gzyl and Ritesh Sechania were voted as the winning team for their multi-authentication registration application, using RFID for card authentication and OpenCV for facial recognition.

What impressed me when talking to our students was not only their technical knowledge but also their willingness to articulate other concerns users might have around data protection, privacy, and what geographers would term geo-surveillance. The hackathon was an exemplary example of authentic learning with direct ties to what our graduating students would hope and expect to do professionally.

Professional partnerships and apprenticeships

If the challenge posed by the hackathon was an illuminating “how”, the “where” for me is answered by the inspiring examples I have been told about by colleagues responsible for placements and apprenticeships. I enjoyed a conversation with my colleague Hasan Erdogan who is the programme lead for environmental health apprenticeships. Our BSc Environmental Health Apprenticeship degree is tied to required professional competencies and workplace experience. What has been pleasing is to follow the progress via LinkedIn of our graduating students in their new roles as environmental health officers.

Our faculty works with multiple Professional, Statutory, and Regulatory Bodies (PSRBs), external partners and accrediting bodies; we have 30 professional partners and over 20 PSRBs with more to come as we look for professional accreditation in new areas of computer science. Whether the subject matter was environmental health or product design, the commitment of colleagues to work well with these agencies and employers in the case of apprenticeships was undeniable. National Apprenticeship Week in February highlighted well these connections. Universities often speak of authentic assessment and employer engagement, but what has been eye-opening for me is to speak with those who support and nurture our students in these programmes.

Festivals and outreach

Another “where” has of course been the STEM Science Festival, and colleagues and participating students have rightly taken considerable pleasure and pride in this year’s event. The Quad of the university was a hotspot of activity on the day itself, and I was very taken by the commitment of our students and staff to deliver a high-quality experience for our visitors – some of which is about extending a warm welcome and willingness to make everyone feel welcome at such events. Outreach is an integral element of what universities do, and Middlesex University does this exceptionally well. In the same month as the STEM festival, the Faculty of Health and Social Care was hosting a NHS focused event, which brought nurses and allied health students and professionals onto the campus. All of which ties directly with the university’s 2031 strategy to be that anchor institution for communities, professional bodies and employers as well as local government.

The London Sport Institute at StoneX

My role as Dean is also to understand the “where” and “how” of the faculty and its operations. One highlight has been visiting our different buildings and locations. A walk of about 20-25 minutes from our main campus gets you to StoneX, home to Saracens Rugby Club. Within the stadium complex, we have a suite of facilities that enable the delivery of our programmes in natural sciences and the London Sport Institute (LSI). My last visit was focused on LSI, and I had a two-hour tour, which was led by one of the technicians and the head of department. One striking element of what I heard, and saw was the way in which academic and technical engagement was aligned to the delivery of educational programmes. In an area which has extensive PSRB commitments, and links to professional sporting bodies, this is non-negotiable. And that commitment to excellence has led to a suite of external sporting entities seeking out our expertise. It would be remiss of me not to mention the genuine enthusiasm of the students I met as well.

Success and national recognition

My final “how” and “where” moment comes via the Spring Graduation ceremony. It was the first time for me that a ceremony was held in late March, and I was honoured to read out the names of our graduating students from the faculty. What a joyous occasion it was which allowed us to celebrate the achievements of our students, including our graduating apprentices, across the faculty. Remarkably, in the 2025 cohort a 14-year-old student Vera Cree became the youngest person to graduate with a Bachelor of Science with Honours degree in Information Systems. In 2026, we were ranked the #1 UK university for Student Satisfaction, Course Quality, and Employability and that is achieved not only because our students review us very favourably but also because our teaching and technical staff care about student outcomes (Uni Compare, 2026).

Courage and future vision

But the “why” also matters. We need to be clear on our strategy, processes and systems that underpin the delivery of an outstanding student experience as well as excellence in research and knowledge exchange. Colleagues and students must be part of that university mission. And as a faculty, I believe we possess the collective courage to confront any barriers that prevent us, as the 2027 undergraduate prospectus notes, to shine brighter.

About the author

Klaus Dodds is Professor of Geopolitics and Faculty Dean for Science and Technology.