I am an academic developer, writer, and educational systems thinker based in Scotland. My work explores neurodivergent-inclusive practice, higher education transformation, and the conditions that allow students and educators to flourish.
I am especially interested in self-actualization, learning, and the tension between human growth and performative institutional cultures. Much of my writing and research asks how higher education might become a place not only of achievement, but of meaning, agency, and becoming.
I am drawn to questions about how people grow within systems, and how those systems can either support or quietly constrain that growth. Across research, writing, and reflection, I return to the relationship between learning, identity, flourishing, and institutional life.
This site brings together the different strands of that work: my developing book project, research library, reflective journal, and collaborations. It is also a place to think in public, share work in progress, and make space for ideas that are still unfolding.
Nathalie is an inspirational and hugely collegiate scholarship leader. Nathalie’s approach combines sustainable structural community support with attention to nurturing the scholarship identity and confidence of the individual. The range of initiatives that Nathalie develops and connects staff to demonstrates her commitment to providing support and inspiration in whatever format it is needed. Creative, playful and inclusive approaches underpin the support Nathalie provides and she is always keen to adapt and curate resources and training for discipline or cohort-specific needs. Warmth, regard for wellbeing and authenticity characterise Nathalie’s interactions with colleagues fostering explorative and creative scholarship inquiries.
People Make Research