Tyler Millington
- Lecturer in Project Management
- Institute of Business, Industry and Leadership
- Email: tyler.millington@cumbria.ac.uk
- Location: Carlisle - Fusehill Street
Biography
Tyler is a Lecturer in Project Management at the University of Cumbria, designing and delivering degree apprenticeship modules that combine academic theory with practical, industry-focused application. He teaches on areas including project planning, business case development, and professional development, using interactive and scenario-based learning to prepare apprentices for complex project environments.
His background spans higher education, further education, public sector administration, and economic research. Before joining the University of Cumbria, Tyler lectured at Lakes College, where he developed and delivered higher education programmes, including Level 4 Project Management and Level 5 ILM. His teaching excellence was recognised nationally with the Pearson “Outstanding New Teacher of the Year” award in 2023/24.
Earlier in his career, Tyler worked as an Economic Researcher with the Peterloo Institute, presenting findings on regional economic challenges to the Greater Manchester Combined Authority, and as a Graduate Intern Officer at Hello Future, where he achieved record engagement with target learners through school and community outreach. He is committed to bridging the gap between academic learning and professional practice, ensuring students gain skills that have real-world impact.
Qualifications and memberships
BA (Hons) Economics and Business Studies – University of Manchester
MA Political Science – Public Policy and Governance – University of Manchester
Postgraduate Certificate in Education (PGCE) – University of Central Lancashire
Academic and research interests
Tyler’s research interests span public sector projects, sustainability, and education. He is particularly focused on how project management approaches can be applied to deliver sustainable outcomes within public sector contexts. In education, he is interested in the integration of real-world project scenarios into higher education teaching, the use of metacognition in professional learning, and how curriculum design can prepare graduates to address complex societal challenges.