Currently teaching students through distance learning programmes whilst researching and writing.

&hype was a full-service digital bureau with HQ in southern France as well as offices in Denmark.Our birthplace emanated from state of the art loyalty programmes using mobile technology. With well over 1/2 million retail client members being talked to on a daily basis, as well as in excess of 30 million SMS' sent from our software, we really understood retailers and the challenges they face, as well as how to improve sales and profitability. We specialised in Shopify and WordPress solutions for clients in France, Denmark, the UK & Norway. We worked with clients of all sizes from multi-national brands to small businesses.

I was in charge of digital communication and marketing for a large international clothing retailer with 65 stores spread across 3 countries. With a large chain of stores, we had in excess of 720 employees. The task at hand was to ensure one single voice across all stores in terms of communication, branding and marketing. As the stores were in multiple countries, with staff speaking a variety of languages, the corporate language was primarily English.One of my tasks was to instruct staff in the brand we were representing and how communication shouldbe executed. I was a lead member running 12 marketing campaigns per year using the media of TV, Radio, Print and Online.I created a team and developed our own mobile application for customer loyalty purposes. This was a huge success as we were the first company to put a physical customer card onto a smartphone. Beforelong, our loyalty sales accounted for 84% of total sales.

At this point in time, I took a conscious decision to move into the world of communication andsubsequently marketing. This was the result of wishing to develop the skills I had gleaned from theacademic and educational worlds, and transpose these into corporate life.As such, I became Director of Marketing for a dot com clothing retailer. With offices in Copenhagen,London, New York, Paris and Munich, I was responsible for developing marketing activities across our primary markets of Europe. We employed TV as a prime medium in the beginning to gain international awareness. Subsequently all activities were focused online and we developed a customer membership of 1,4 million people. Bi-weekly campaigns were performed and measured for success together with the company’s other directors. We were the largest online clothing retailer in Europe at the time, as well as being the second largest in the world. I was also responsible for all customer communication through our extensive customer service team, working on 7 languages.With the market crash of 2008, we were bought out by a German fashion retailer, and as I did not wish torelocate to Germany, I was forced to seek other opportunities.

I was a delegate from the Danish Education Ministry participating in a long-term collaboration with 6other colleges in Spain, France, Sweden, the United Kingdom, Finland and Italy. Each year we had successive meetings in each country looking at pedagogical practices across borders. We were able to establish guidelines for pedagogical methodology based on current academic trends in teaching practices.As a consequence, we were able to collate a White Paper looking specifically at overhauling traditionallanguage instruction towards a more Task Based Language Learning approach.

Lecturer in English as a Foreign Language for students at one of the leading vocational colleges inDenmark. Students were typically aged between 18-24 and were completing a vocational education. As such, students were both trained in bringing their general English up to an acceptable level, whilst at the same time being trained in English for Specific Purposes for their chosen vocation.The College offered an increasing range of courses where the tuition was in English. For example, thelarge hospitality department purely taught all courses in English. As such, chefs, waiters/waitresses, sommeliers, hotel management staff were all taught their chosen field in English. This strategic plan was based in part to nurture the ability of Danish students being able to work globally, but also to attract student from other countries to the college.In order to be able to teach their specific courses in English, teachers had to be trained in English to beable to do so. I led courses for teachers in teaching methodology in a foreign language. As a part of thisprocess, I took teachers to the United Kingdom, where they spent time working at similar colleges.Intensive courses ensued to enable teachers to feel confident teaching their courses in English.

After spending a year as a general language teacher at the Institute, I was chosen to be in charge of KeyAccounts for the many English for Specific Purposes & English for Academic Purposes clients. Denmark has a proliferation of successful multi-national organisations and as such, I was charged with developing and executing training courses for a variety of the most prestigious organisations.Corporate clients: including LEGO, Carlsberg, Maersk. Students typically possessed high ranking positions in the organisations, and were required to be able to negotiate and work in many parts of the globe using their English. As such, there was a clear focus on precisely which skills participants needed to develop. This could include a variety of tasks including improving language precision for their specific task, but also understanding cultural awareness when working in other countries.State institutions: including the Public Prosecutors Office, the National Health Service. This included, for example, surgeons at the Danish Royal Hospital who would travel the globe and participate ininternational research programmes. Clearly, they had a specific knowledge of their own particular fieldand so focus was largely on ensuring precise communication both in a written and spoken environment.Academic students requiring English for Academic Purposes. This included post-graduate studentsintending to study on Masters and Doctorate programmes in English speaking countries. Students were trained in the skill sets of being able to follow a course of study in English where textual comprehension was key. Moreover, students were versed in the ability to write dissertations and project reports in English.

The Cambridge Institute with its Head Office in Copenhagen is the largest English Language Institute in Scandinavia with over 24,000 students across 36 locations in Denmark. Students are all adults and fall into two categories: General English as a Foreign language students and students who study English for Specific Purposes at the Institute.I was responsible for teaching English as a Foreign Language in 12 different locations where focus was on training adults in both written and spoken skills. A large number of students were prepared for University of Cambridge examinations and were trained intensively in both their linguistic abilities as well as English literature and cross-cultural communication.I was given the responsibility to lead induction courses for new recruits to the Institute. Each year there was a new intake of 12 teachers and I was responsible for ensuring teachers understood the language teaching philosophy of the Institute as well as cultural awareness relating to teaching in Scandinavia.

Responsible for the higher levels of students and responsible for the induction programme of newteachers within the school. Teachers who arrived from the United Kingdom were given an inductionprogramme into the teaching methodology employed at the school. I was responsible for training andmonitoring new teachers and reporting to the school owners.

Responsible for teaching students from the ages of 9 to 18 preparing for the University of Cambridge FirstCertificate and University of Cambridge Proficiency examinations. Students were taught in grammarunderstanding, vocabulary and pronunciation skills. Students were trained in literature appreciation andits relevance in developing language skills.Students being entered for the University of Cambridge Proficiency examinations were trained intenselyin language accuracy and this qualification was sufficient to obtain a junior teaching position in the Greekstate school system.

Travelling across Greece and examining students in their oral English skills for the nationwide Englishlanguage examinations. The PALSO examinations were held in higher esteem than the state educationexaminations for English.