Guildhall School of Business and Law staff profiles content store_hidden Dr Eleni Meletiadou Our staff

Dr Eleni Meletiadou is an Associate Professor in Management Learning and Education (specialized in diversity, equity, and inclusion (DEI)). She is a renowned expert in educational and language assessment, gender inequalities and dducation for social justice and inclusion.

She is the Director of the: (a) Education for Social Justice and Sustainable Learning and Development (RILEAS) and (b) Gender Equity, Diversity, and Inclusion (GEDI) Research Groups. She is also a University Teaching fellow in DEI, an Auroran, and a Senior Fellow of the Higher Education Academy. She is an expert member of the European Association of Language Testing and Assessment, a UK Research and Innovation (UKRI) funded and Economic and Social Research Council (ESRC) led INTERACT Digital Storytelling Fellow, a Chartered Member of Chartered Institute of Personnel and Development  (CIPD), a Microsoft Innovative Expert Educator, a Chartered Business and Management Educator, and an Apple Educator.

She is a diversity, equity, and inclusion (DEI) consultant and her work cuts across the humanities, social sciences, business and management. She's an enthusiastic scholar of DEI, inclusive leadership, organisational change management, intercultural communication, training, learning and development, gender inequalities, crisis management, inclusive educational and language assessment, peer learning and mentoring, and writing.

Eleni is a multi-award-winning instructional strategist, researcher, and adviser with 15 plus years of international experience. She has designed and led the successful implementation of high-quality, learner-focused educational interventions and training programmes.These initiatives have transformed student learning and academic staff effectiveness in improving student academic outcomes and increasing learners’ motivation in Higher Education Institutions.

Eleni combines the educational, linguistic, management, and business background and contributes equally to teaching excellence, research excellence, and graduate employability. 

She has received the British Academy of Management Education Practice Award (2022), and three awards from London Met University Student Union for her Contribution to DEI (2022 and 2023) and Outstanding Academic Member of Staff at the Guildhall School of Business and Law (2023, shortlisted in 2022). She has also won best Researcher Award (2022) by her colleagues at Guildhall School of Business and Law and a Best New Member of Staff Award while working at London South Bank University.

She received an award from the Chartered Management Institute (CMI) for her contribution to gender equality in 2023 and has been shortlisted for the British Council International Assessment Award 2023. 
She acts as a Senior Reviewer and member of the Editorial Board of several international academic journals. She is a London Enterprise Adviser, an Athena Swan Mentor, an Athena Swan Charter Observer. In addition to a Chartered Institute of Personnel and Development (CIPD) Steps Ahead Mentor & Ambassador.

Eleni is a Doctoral Mentor at the European Academy of Management, an established academic writer, international conference, and workshop presenter. She's passionate about uncovering and recommending key solutions to educational and diversity management, gender inequality, crisis management and project management needs. Eleni also works to optimise students' journey by leading the implementation of appropriate intervention strategies and research-informed teaching and assessment to support ongoing learning.

Eleni has taught a variety of foundation, undergraduate and postgraduate modules and has undertaken MA, MBA, MSc, and PhD supervision.

Eleni’s global research experience extends to 35 countries including Cyprus, Greece, and the United Kingdom. She is the Dissemination Grant Coordinator of the EU-funded Eurofam Network, Grant Awarding Coordinator of the Content and Language Integrated Learning (CLIL) Network for Languages in Education, Management Committee Member of the Transnational Family Dynamics in Europe and the Multilingual Repository of Phraseme Constructions in Central and Eastern European Languages (PhraConRep). In addition, she is a member of the cost-funded Language in the Human-Machine Era (LITHME) and European Network on International Student Mobility (ENIS) projects.

She is the Chair of the European Association of Educational Assessment (AEA-Europe) Inclusive Assessment Special Interest Group, the co-convenor of the European Association of Language Testing and Assessment (EALTA), Multilingual Testing and Assessment Special Interest Group, and the conference track chair of the British Academy of Management. She's also a member of the Evaluation and Assessment Research Group of the Oslo Met University in Norway. Finally, she is a European Academy of Management (EURAM) doctoral accelerator mentor. Her research interests focus on:

• Equality diversity and inclusion
  • Organisational change
  • Intercultural communication
  • Cultural issues in business and management
  • Employees’ well-being
  • Job satisfaction
  • Leadership
  • Gender inequalities
  • Crisis management
  • Human resource management
  • Training, learning and development
  • Bogus self-employment
  • Team-leading and coordination
  • Writing
  • Multilingualism
  • Adult and distance education
  • Education for Social Justice
  • Education for Sustainable Development
  • Peer learning and mentoring

Books:

• Meletiadou, E. (2023). Handbook of Research on Exploring Gender Diversity, Equity, and Inclusion through an Intersectional Lens. IGI Global Publishers. (https://www.igiglobal.com/book/handbook-research-exploring-gender-equity/313592)
• Meletiadou, E. (2023). Handbook of Research on Redesigning Teaching, Learning, and Assessment in the Digital Era. IGI Global Publishers. (https://www.igi-global.com/book/handbookresearch-redesigning-teaching-learning/312575)
• Meletiadou, E. (2022a). Handbook of Research on Implications of Sustainable Development in Higher Education. IGI Global Publishers. (https://www.igi-global.com/book/implicationssustainable-development-higher-education/299953)
• Meletiadou, E. (2022b). Handbook of Research on Practices for Advancing Diversity and Inclusion in Higher Education. IGI Global Publishers. (https://www.igi-global.com/book/handbookresearch-practices-advancing-diversity/279952)
• Meletiadou, E. (2022c). Handbook of Research on Fostering Social Justice Through Intercultural and Multilingual Communication. IGI Global Publishers. (https://www.igiglobal.com/book/handbook-research-fostering-social-justice/293606)
• Meletiadou, E. (2022d). Handbook of Research on Policies and Practices for Assessing Inclusive Teaching and Learning. IGI Global Publishers. (https://www.igi-global.com/book/handbookresearch-policies-practices-assessing/271719)
  
  Selected peer-reviewed articles:

• Meletiadou, E. (2023a). Daughters of a lesser God: The impact of Covid-19 on female early career academics’ experiences of precarity with regard to working and life routines. CIPD webpage – Open Access.
• Meletiadou, E. (2023b). Let’s break the mould, let’s shake the world: Why women cannot advance in professional roles in finance? CIPD webpage – Open Access.
• Meletiadou, E. (2023c forthcoming). Unlocking the Potential of Using Playmobil Pro to Develop Postgraduate Students’ Intercultural Awareness and Cross-Cultural Communicative Competence. IAFOR Journal of Education.
• Meletiadou, E. (2023d). Transforming Multilingual Students’ Learning Experience Through the Use of Lego as a Serious Play. IAFOR Journal of Education. Language Education Issue, 11(1). https://doi.org/10.22492/ije.11.1.08
• Meletiadou, E. (2022a). The utilisation of Peer Assisted Learning/Mentoring (PALM) and translanguaging as inclusive learning strategies for undergraduate students in Higher Education. IAFOR Journal of Education. Language Education Issue, 10(1), 135-154. https://iafor.org/journal/iafor-journal-of-education/volume-10-issue-1/article-7/
• Meletiadou, E. (2022b). Iron fists in velvet gloves: Exploring female leaders’ experiences amidst the Covid-19 pandemic in the UK. CIPD Conference Research Articles for Practitioners. https://www.cipd.co.uk/Images/iron-fists-velvet-gloves_tcm18-109963.pdf
• Meletiadou, E. (2022c). Using Educational Digital Storytelling in Postgraduate Education: Enhancing Multilingual Students’ Writing Skills. IAFOR Journal of Education. Technology in Education Issue. 10(2). https://doi.org/10.22492/ije.10.2.06
• Meletiadou, E. (2022d). Learners’ perceptions of peer assessment: Implications for their willingness to write in an EFL context. International Journal of Teacher Education and Professional Development (IJTEPD), 5(1), 1-14. http://doi.org/10.4018/IJTEPD.295539
• Meletiadou, E. & Tsagari, D. (2022). Exploring teachers’ perceptions of the use of peer assessment in EFL test-dominated writing classes. Languages 2022, 7, 16. https://doi.org/10.3390/languages7010016
• Meletiadou, E. (2021a). Opening Pandora’s box: How does peer assessment affect EFL students’ writing quality?. Languages, 6(3), 115. https://www.mdpi.com/2226-471X/6/3/115
• Meletiadou, E. (2021b). Exploring the impact of peer assessment on EFL students' writing performance. IAFOR Journal of Education, 9(3), 77-95. https://iafor.org/journal/iafor-journal-ofeducation/volume-9-issue-3/article-5/

Selected invited international conference presentations (peer-reviewed):

• Exploring the use of ‘Assessment For Learning’ strategies with final year students to improve their dissertation journey and engage them as partners in learning at GSBL, LMU L & T Conference 2022
•  The Power of Educational Digital Storytelling to Support Teaching and Learning at GSBL, LMU L & T Conference 2022
• Inclusive Formative Assessment Practices in Action (IFAP) scheme: A longitudinal intervention study funded by LMU GSBL, LMU L & T Conference 2022
• Using translanguaging and English as a Lingua Franca to decolonise the curriculum and allow international students to demonstrate mastery in diverse ways at GSBL, LMU L & T Conference 2022
• Using Peer Assisted Learning/Mentoring (PALM) and Translanguaging as Inclusive Learning Strategies for Undergraduate BAME, Mature and Multilingual Students in Business Schools, LTSE 2022 Conference, 29-30/5/2022
• Exploring the Use of Educational Digital Storytelling with Multilingual and Multicultural Business Students: Implications for Enhancing Learners’ Academic Writing Skills, LTSE 2022 Conference, 29-30/5/2022
• Opening Pandora’s box: How does peer assessment affect EFL students’ writing quality?. EALTA CBLA SIG, 3/6/2022
• ‘Iron Fists in Velvet Gloves’: Exploring Female Educational Leaders’ Experiences in Higher Education in the UK, CIPD Applied Research Conference 2022
• Adopting a multilingual approach towards comprehension in assessment in Higher Education Institutions in the UK amidst the Covid-19 pandemic. Multilingualism on my mind Conference, 23/3/2021
• Exploring the use of e-assessment amidst the Covid-19 pandemic in HEI in the UK. EALTA CBLA SIG, 3/6/2021
• Using an interactive learning platform (AULA) and e-portfolios (Padlets) to enhance Business students’ writing and professional skills in Higher Education, LTSE 2021 Conference, 29-30/5/2021
• The use of Peer Assisted Learning/Mentoring (PAL/M) as an inclusive strategy within foundation year (FY) practice, AEA-Europe Online Conference 2020, 5/11/2020
• The use of Peer Assisted Learning/Mentoring (PAL/M) as an inclusive strategy within foundation year (FY) practice, ALTAANZ/ILTA International Conference, 19/11/2020
• Peer-assessment of writing: a powerful dynamic tool for the development of writing skills, LTRC International Conference 18/11/2020
• Using peer-learning in HEI amidst the Covid-19 crisis, AEA Europe Conference, 6/11/2020
• Peer-assessment of writing: a powerful formative tool for improved student learning in Higher Education (HE), 10th EALTA CBLA SIG Online Symposium, 4/6/2020
• The use of Peer Assisted Learning/Mentoring (PAL/M) as an inclusive strategy within foundation year (FY) practice, FYN Annual Online Conference 2020, 6/2020
• Online Peer Feedback: A Valuable Learning Tool for the Development of Students’ Writing Skills, London Met Learning and Teaching Online Conference 2020, 30/6/2020
• Exploring the application of Peer Assisted Learning/Mentoring (PAL/M) as an inclusive HE strategy, London Met Learning and Teaching Online Conference 2020, 1/7/2020
• Peer-learning: a powerful tool in Education, ‘Language Assessment Literacy: Theory and Practice’. Teachers’ Assessment Language Enhancement, TALE/Erasmus+ project, Final Conference, University of Cyprus, Nicosia, Cyprus, 12/5/2018
• Unravelling the assessment of writing with the support of TALE online platform, Second Multiplier Event ‘Teachers’ Language Assessment Literacy’, University of Cyprus, Cyprus, 21/10/2017
• Using peer assessment of writing to promote dynamic learning-oriented assessment, 21st Conference of the Junior Researchers of EARLI, University of Tampere, Finland, 27/8/2017
• Using peer assessment of writing in terms of a dyslexia assessment policy, 7th EALTA CBLA Symposium, University of Cyprus, Nicosia, 19/11/2016
• Peer assessment: a friend or a foe for EFL/ESL teachers? Erasmus+ TALE Multiplier Event, University of Cyprus, Nicosia, 28/5/2016
• An exploration of EFL teachers’ attitudes towards peer assessment of writing, 16th EARLI Conference, CUT, Limassol, 27/8/2015
• Peer assessment in an EFL context: What do students think? 19th JURE Conference, CUT, Limassol, 23/8/2015
• Developing adolescent EFL students’ writing skills through peer assessment, CyTEA and PAET Conference, Nicosia, Cyprus, 9/11/2014
• Peer assessment: a valuable learning tool for the development of writing skills, JURE 2014 Conference, Nicosia, Cyprus, 1/7/2014
• The Cypriot EFL learners’ attitudes towards asynchronous computer-mediated peer assessment of writing, 2nd FLIT Conference, Nicosia, Cyprus, 7/12/2013
• Using self-assessment of writing with advanced learners, 3rd CyTEA Annual Conference, Nicosia, Cyprus, 9-10/11/2013
• The Cypriot EFL learners’ attitudes towards electronic peer assessment of writing, Foreign Language Instructional Technology Conference, Nicosia, Cyprus, 7/12/2013
• Investigating the attitudes of adolescent EFL learners towards peer assessment of writing, 15th Biennial EARLI Conference for Research on Learning and Instruction, Technological University of Munich, Germany, 20/09/2013The washback effect of peer assessment of writing on EFL learners’ attitudes, 3rd EALTA-CBLA SIG Symposium, Nicosia, Cyprus, 2/11/2012
• Peer-assessment of writing in the Cypriot secondary education (poster), 9th Annual Conference of the European Association of Language Testing and Assessment (EALTA), Innsbruck, Austria, 6/6/2012
• Peer assessment of writing in the Cypriot secondary education, 20th International Symposium on Theoretical and Applied Linguistics, Department of Theoretical and Applied Linguistics, School of English, Aristotle University of Thessaloniki, Greece, 2/4/2011
• The impact of peer assessment of writing on adolescent learners’ writing achievement profile, International Conference on Language Testing and Assessment, University of Cyprus, 5/6/2011
• The Cypriot adolescent learners’ attitudes towards peer assessment of writing, 32nd Annual TESOL Greece International Convention, Hellenic American Union, Athens, Greece, 13/3/2011

• 2023 Rising Star Award (Champion Category) Awarded by the Chartered Management Institute (CMI)
• 2023 Best Educator Award at GSBL awarded by the Student Union at LMU
• 2023 Award for my Contribution to Equity, Diversity, and Inclusion within the University, awarded by the Student Union at LMU
• 2023 Received funding £500 to attend the Advance HE Course for External Examiners
• 2023 Received funding £1,000 to attend the Advance HE Aurora CPD Leadership Course for Female Academics
• 2023 Received funding £1,500 to attend the British Academy of Management CPD Course for Education-focused Professors.
• 2023 Received funding from the EU-funded CLILNetLe Network (https://www.cost.eu/actions/CA21114/), £2,000 to present a paper at the prestigious EALTA 2023 Conference
• 2023 Received funding from the EU-funded TRAFADY Network (https://www.cost.eu/actions/CA21143/ ), £1,900 to present her paper at the prestigious Gender, Work and Organisation Conference 2023 in Cape Town
• 2023 Received funding from the EU-funded TRAFADY Network (https://www.cost.eu/actions/CA21143/ ), £2,000 as a Guest Speaker to attend their Management Committee meeting as their Grants Awarding Co-Coordinator
• 2023 Received funding from the EU-funded CLILNetLe Network (https://www.cost.eu/actions/CA21114/), £2,000 as a Guest Speaker to attend their Management Committee meeting as their Grants Awarding Co-Coordinator
• 2023 Received funding from the EU-funded Voices Network (https://gendervoices.eu/), £2,000 as a Guest Speaker to attend their International Conference & Working Group meeting to exchange ideas and feedback on our research projects
• 2022 Won the Researcher of the Year Award 2022 at GSBL nominated by my colleagues as the most inclusive, collaborative, and supportive Researcher in the School
• 2022 Awarded LMU’s University Teaching Fellowship (EDI in Teaching, Learning and Assessment) and a Grant for my DIMA in HESD project
  (https://www.londonmet.ac.uk/research/centres-groups-and-units/global-diversitiesand-inequalities-research-centre/projects-and-partners/dynamic-and-inclusivemultilingual-assessment-for-sustainable-development-in-higher-education/ & https://www.drelenimeletiadou.com/dynamic-and-inclusive-multilingual-assessmentfor-sustainable-development-in-higher-education-dima-for-hesd/)
• 2022 Student Union Award for my Contribution to Diversity and Inclusion – London
  Metropolitan University
• 2022 Nominated and shortlisted for the Best Educator Award at GSBL – by London
  Metropolitan University Student Union
• 2022 Received funding from the EU-funded Voices Network (https://gendervoices.eu/) to attend the Intersectionality, Research, and Action International Summer School (IRAISS) in Krakow, Poland - £1,800. (CPD course)
• 2022 Received funding from the EU-funded Eurofam Network (https://eurofamnet.eu/), £2,000 to attend their Management Committee meeting as their Dissemination Grants Co-ordinator and develop their strategy to support families in Europe in the post-Covid19 era.
  2021 Nominated and shortlisted for the Best New Member of Staff Award at London South Bank University – Dean of the LSBU Business School
• 2020 Award for the Best Project Presentation - Passport to IFP Project: Online orientation course for International Foundation Programme students to help them with the transition to life at QMUL and facilitate networking between students / Future Global Leader Forum / Queen Mary University of London, UK (https://www.qmul.ac.uk/global/future-global-leaders-forum/ )

Selected invited international conference presentations (peer-reviewed):

•  Meletiadou, E. (2023a). Daughters of a lesser God: The impact of Covid-19 on female early career academics’ experiences of precarity with regard to working and life routines. (https://www.cipd.co.uk/Images/submissions-2023_tcm18-113620.pdf )
• Meletiadou, E. (2023b). Let’s break the mould, let’s shake the world: Why women cannot advance in professional roles in finance? (https://www.cipd.co.uk/Images/submissions-2023_tcm18-113620.pdf)
• Meletiadou, E. (2023c). Transforming International Students’ Learning Experience Through the Use of Lego as a Serious Play: A Quest for Assessment Reform in Higher Education. AEA-Europe Conference 2023
• Meletiadou, E. (2023d). The Use of Student-Generated Videos and Intercultural Group Assessment to Promote Equity, Diversity, and Inclusion (EDI) in Higher Education: Reforming Assessment Practices in Management Education. AEA-Europe Conference 2023
• Meletiadou, E. (2023e). Inclusive formative assessment practices (IFAP) in Higher Education: Promoting Education for Social Justice. ALTE Conference 2023
• Meletiadou, E. (2023f). Using Dynamic Assessment of Writing to Promote Technology-Enhanced Learning in Higher Education. ALTE Conference 2023
• Meletiadou, E. (2023g). Exploring Lecturers’ Inclusive Formative Assessment Practices (IFAP) in Higher Education (HE). BALEAP Conference 2023
• Meletiadou, E. (2023h). Exploring Lecturers’ Inclusive Formative Assessment Practices (IFAP) in Higher Education (HE). EALTA Conference 2023. Classroom-based Assessment SIG Meeting
• Meletiadou, E. (2023h). Unlocking the potential of digital gamified CLIL to facilitate adaptation and inclusion for refugee and migrant secondary school students in the post-Covid-19 era: A European multiple case study. EALTA Conference 2023 Multilingual Language Assessment SIG Meeting
• Meletiadou, E. (2023i). Inclusive formative assessment practices (IFAP) in Higher Education: Promoting sustainable learning development. EALTA Conference 2023
• Meletiadou, E. (2023j). Daughters of a lesser God: The impact of Covid-19 on female early career academics’ experiences of precarity regarding working and life routines. GWO Conference 2023
• Meletiadou, E. (2023k). In search of the light at the end of the tunnel: The impact of involuntary bogus self-employment on female Greek-Cypriot educators’ job satisfaction and subjective well-being. GWO Conference 2023
• Meletiadou, E. (2023l). Shattering the myths: Investigating female leaders’ crisis management skills and reliance on inclusive leadership during and after the Covid-19 pandemic in Higher Education Institutions in the UK. GWO Conference 2023
• Meletiadou, E. (2023m). Let’s break the mold, let’s shake the world: Why are there so few women academics in Finance? GWO Conference 2023
• Meletiadou, E. (2023n). Making Women in Finance count- not just counting women: Closing gaps in the academy and the industry. London Met PGR Conference 2023
• Meletiadou, E. (2023o). ‘Can you hear me?’: Exploring the minoritized voices of international female students living in transnational families in the post-Covid-19 era London Met PGR Conference 2023. Exploring the use of ‘Assessment For Learning’ strategies with final year students to improve their dissertation journey and engage them as partners in learning at GSBL, LMU L & T Conference 2022
• The Power of Educational Digital Storytelling to Support Teaching and Learning at GSBL, LMU L & T Conference 2022
• Inclusive Formative Assessment Practices in Action (IFAP) scheme: A longitudinal intervention study funded by LMU GSBL, LMU L & T Conference 2022
• Using translanguaging and English as a Lingua Franca to decolonise the curriculum and allow international students to demonstrate mastery in diverse ways at GSBL, LMU L & T Conference 2022

• 2022-present European Association of Language Testing and Assessment (EALTA)
  Multilingual Language Assessment (MLA) SIG Co-Chair
• 2021-present British Academy of Management (BAM) Knowledge and Learning SIG Conference Track Chair
• 2020-present European Association for Educational Assessment (AEA-Europe) Inclusive Assessment SIG Chair
• 2022-present EU Horizon 2020 Cost-funded Action programme CLILNetLe Network – Grant Awarding Co-Coordinator - Member of the Management Committee (£135, 000 per year used by the Action) (https://www.cost.eu/actions/CA21114/)
• 2020-present EU Horizon 2020 Cost-funded Action programme Eurofam Network – Dissemination Grants Coordinator Coordinator - Member of the Management Committee
• 2019-2020: SMB Consultant Queen Mary University of London, UK

Assoc. Prof. Eleni Meletiadou
Associate Professor in Management Learning and Education
e.meletiadou@londonmet.ac.uk