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 Natalie Forde-Leaves

Natalie Forde-Leaves

Senior Education Developer


Role responsibilities

As a Senior Education Developer with the Education Development Service, I contribute to the enhancement of learning and teaching and the student learning experience through leadership and coordination of activities and initiatives designed to support curriculum review, (re)design and delivery.

Key work/specialisms

Working in partnership with Schools across a wide range of curricula-related themes, with particular expertise in Assessment and Feedback, to develop excellent quality, student-centred, inclusive and engaging curricula.

Leading Workstream 3 ‘Data and Evidence’ of the Education Development Service  (EDS) project. This entails taking an evidence-based approach to programme design and enhancement.
Member of Workstream 2 ‘Content and resources’ for the EDS project, involving development of resources to guide and support School programme development teams


Prior to joining the Learning and Teaching Academy in July 2022, Natalie Forde-Leaves was a Senior Lecturer in the Accounting & Finance Division of Cardiff Business School. Natalie also held the Senior Management position of Director of Assessment & Feedback for the Business School from 2016-2019, supporting colleagues in the achievement of the Schools Assessment & Feedback Strategy.

As a Fellow of the Association of Chartered Certified Accountants (ACCA) and prior to employment as an academic Natalie worked in various institutions such as Barclaycard, Lloyds Bank, Kaplan Financial Training and the NHS.

Natalie joined Cardiff Business School in 2011 from University of Wales, Newport.  As former President of the ACCA South Wales Network Natalie has acted as an advocate for the ACCA in maintaining accreditation and enhancing links between the ACCA professional body and the Business School.

Natalie's current research interests preside in the pedagogic research field, focussed on Assessment & Feedback, specifically Assessment design, cultures of Assessment and Sustainable Assessment.  Natalie is currently undertaking a Professional Doctorate in Education with her thesis entitled: 'Autonomy and Assessment Cultures’ and is working towards Senior Fellowship of Advance HE (SFHEA).

  • Forde-Leaves, N. (2022). Disciplines and assessment culture: Academic’s perceptions of assessment. Sustainably assessing the unbridled pursuit of truth or ‘teach to the test’ knowledge factory? #sellingyoursoulfora2:1. International Assessment in Higher Education Conference June 22-24th
  • Forde-Leaves, N. Smith, R. Rosier, E., Ou, Z. (2022). Putting Accounting Assessment to the TEST-A. BAFA Accounting Education Conference 2022, Glasgow.
  • Forde-Leaves, N. Walton, J. Tann, K. (2022). Operationalizing Shay’s (2016) curriculum model as the foundation for a Legitimation Code Theory (LCT) framework for assessment inquiry. Teaching in Higher Education Symposium, Liverpool.
  • Forde-Leaves, N. (2022). Assessment as ‘Accounting’ for a transactional education: Academic’s perceptions of consumerism and assessment. British Accounting & Finance Association Conference, Nottingham.
  • Forde-Leaves, N. 2021. Autonomy and assessment culture: Students as partners or products of ‘teach to the test’ knowledge factory? #sellingyoursoulfora2:1 AdvanceHE Assessment and Feedback Symposium 2021. See


Research links