ASPIRE Awards 2026

Winner: Nicole Cassie, University of Glasgow

The Board selected Nicole Cassie in recognition of her sustained work to improve the experience, visibility, and development of teaching-track colleagues. Her nomination showed change across several levels, including the redesign of the pre-honours curriculum, support for GTAs as early-career educators, advocacy for meaningful and paid professional development opportunities, and work to raise awareness of teaching-track careers among PhD candidates. The Board was especially impressed by the way Nicole combined curriculum reform with a wider effort to challenge assumptions about the teaching track and to help colleagues see teaching-focused academic work as a valued and sustainable career pathway.

Winner: Tanay Gandhi, University of Leeds

The Board selected Tanay Gandhi as an exciting early-career scholar already making a distinctive contribution to teaching and learning. His nomination highlighted creative and critical pedagogic practice, including the use of theatre-based learning, decolonial pedagogy, short scripts based on individual testimonies, and Forum Theatre techniques in the classroom. The Board was struck by his originality, initiative, and willingness to experiment thoughtfully with methods that encourage students to engage critically and creatively. 

Winner: Elliott, C., Watts, E., Zhekova, K., Smith, K., Gann, R., & Bourdon, M. le. (2025). The joy of the teaching track: Learning and Teaching in Politics and International Studies. Politics.

The Board selected The Joy of the Teaching Track for its timely and affirmative contribution to scholarship on teaching-focused academic careers. The article stood out for foregrounding the intellectual, professional, and pedagogic value of teaching-track work, while also speaking to wider debates about recognition, identity, status, and progression in higher education. The Board valued the way it captured not only the challenges of the teaching track, but also the creativity and scholarly contribution that make this pathway meaningful. 

Winner: Susan Kenyon, Canterbury Christ Church University, for her WonkHE series on commuter students

The Board selected Susan Kenyon’s WonkHE series for its clear public value and strong contribution to debate beyond the traditional journal article. The series was recognised for bringing sustained attention to commuter students, including the practical realities of travel, belonging, participation, and access to campus life. The Board valued the way the series translated research-informed insight into accessible public scholarship with direct relevance for institutional policy and teaching practice. 

Winner: Vanessa Cook, University of Glasgow

The Board selected Vanessa Cook for her exceptional and sustained support of colleagues, especially GTAs and early-career teaching-track staff. Her nominations showed a pattern of generous, practical and relational support, including the development of GTA networks, “Tea and Pedagogy” sessions, GTA-led seminars, drop-in clinics, and co-teaching opportunities for less experienced teachers. The Board was particularly impressed by the way Vanessa helps colleagues navigate the “unwritten rules” of the institution, creates space for junior voices to be heard, and responds to difficulties with empathy and practical solutions. 

Winner: Nikolaos Gkotsis-Papaioannou, University of Surrey

The Board selected Nikolaos Gkotsis-Papaioannou for his sustained and wide-ranging leadership across teaching, curriculum development, pastoral care, and institutional policy. His nomination demonstrated leadership at departmental, school, and university level, including the introduction of the now-compulsory “Politics of Crisis” module, leadership through the Senior Personal Tutor Network, university-wide training for personal tutors, and contributions to wellbeing, safeguarding, and student support. The Board felt that Nikolaos provided a powerful example of how teaching-track leadership can combine pedagogic innovation with institutional change, while also modelling progression and success on the track. 

Winner: Innovative Pedagogy Hub, University of Glasgow

The Board selected the Innovative Pedagogy Hub at Glasgow in recognition of the supportive, collaborative, and intellectually energising environment it has created for teaching-track colleagues. The Hub stood out for its seminars, workshops, annual best-practice conference, promotion support, GTA development work, leadership on Politics journal, and commitment to helping colleagues turn classroom practice into shareable pedagogic scholarship. The Board felt that the Hub offers a strong model of how an academic unit can build community, confidence, recognition, and professional development around the teaching track.