Working in the Institute of Business Industry and Leadership on developing and expanding our portfolio of courses, especially our Apprenticeships and Coaching & Mentoring provision. 

Extensive professional experience in Academic Development and Technology Enhanced Learning.  Previously worked as the Head of Academic Development at the University of Cumbria. Worked for several years in Educational Consultancy working with a wide range of higher education institutions and other organisations such as Taylor & Francis, Unicef, and British Cycling.

Previous experience included work for Blackboard as UK FE Manager and a number of years in educational publishing with Pearson, Prentice-Hall, and McGraw Hill.

Always a Hybrid Professional in the spirit of ongoing transformative learning.


Qualifications and memberships

MSc in Coaching & Mentoring, University of Cumbria

MA Online & Distance Education, Open University

PGC in Learning and Teaching in Higher Education, Lancaster University

BA in Philosophy, University of Manchester

Senior Fellow of the Higher Education Academy (SFHEA) 

Member: European Mentoring & Coaching Council

Member: International Transformative Learning Association

Member: Association for Learning Technology

Academic and research interests

Coaching and Mentoring,  Transformative Learning, Apprenticeships, Technology Enhanced Learning, Leadership.


Corrie,I., & Benson, J., (2019). Transformative Coaching – Face-to-Face, Blended, and Online in an Industrial Context  [Presentation]. Transformative Learning Conference, 14th March, University of Central Oklahoma, Oklahoma, USA.

Benson, J., & Corrie, I., (2018) Online transformative community learning platform.  [Presentation]. International Transformative Learning Conference, 9th November, Teachers College, Columbia University, New York, USA.

Chapter in Poot, A. ed. (2014) ‘Making the Case’ Telford, Pebble Learning ISBN 0956564127

Chesney, S. & Benson J. (2012) 'Anything other than silence: using a Personal Learning System for staff Continuing Professional Development’ in Innovations in Education and Teaching International Vol 49, issue 1, pp 73-82