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

Dr Eleni Meletiadou is a senior lecturer in Equality, Diversity, and Inclusion (EDI) and a programme director of the BA Business Management and Human Resource Management course at Guildhall School of Business and Law (GSBL). She is the director of the Education for Social Justice and Sustainable Learning and Development (RILEAS) and Gender Equity, Diversity, and Inclusion (GEDI) Research Groups. She is also a university teaching fellow in Equity, Diversity, and Inclusion and a senior fellow of the Higher Education Academy. 

She is an equality, diversity, and inclusion consultant and her work cuts across the humanities, social sciences, and business and management. She's an enthusiastic scholar of equality, diversity, and inclusion, leadership, human resource management, organisational change, intercultural communication, cultural issues in business and management, employees’ well-being, job satisfaction, training, learning and development, gender inequalities, crisis management, inclusive educational and language assessment, peer learning and mentoring, plus writing.

Eleni is also an award-winning researcher and adviser with more than 20 years of international experience. Eleni combines the educational, linguistic, management, and business background and contributes equally to teaching excellence, research excellence, and graduate employability. She also acts as an advisor and has been designing and successfully implementing high-quality, learner-focused educational and training programmes (including interactive online content for distance learning) in further and higher education for more than two decades.

She has recently received the British Academy of Management Education Practice Award, an award from London Met University Student Union for her Contribution to equality, diversity, and inclusion (April 2022) and has been shortlisted as an Outstanding Academic Member of Saff at Guildhall School of Business and Law for the academic year 2021-2022. 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 and a Chartered Institute of Personnel and Development (CIPD) steps ahead mentor & ambassador. She is also an expert member of the European Association for Language Testing and Assessment.

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 implementing appropriate intervention strategies and research-informed teaching to support ongoing learning. She's 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, 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. (2022a). Policies and Practices for Assessing Inclusive Teaching and Learning. IGI.
•  Meletiadou, E. (2022b). Promising Practices for Advancing Diversity and Inclusion in Higher Education. IGI.
• Meletiadou, E. (2022c). Handbook of Research on Fostering Social Justice Through Intercultural and Multilingual Communication. IGI.
• Meletiadou, E. (expected to be published in February 2023). Handbook of Research on Implications of Sustainable Development in Higher Education: Teaching, Learning, and Assessment. IGI.
•  Meletiadou, E. (in preparation). Handbook of Research on New Challenges and Global Outlooks on Gender Diversity, Equity, and Inclusion. IGI Global Publishers.
• Meletiadou, E. (in preparation). Handbook of Research on Reimagining Higher Education in the Digital Age. IGI Global Publishers.

 Selected peer-reviewed articles:

• Meletiadou, E. (2022a). Using Educational Digital Storytelling to enhance multilingual students’ writing skills in Higher Education. IAFOR Journal of Education, Technology Issue.
• Meletiadou, E. (2022b). The utilisation of peer-Assisted learning/mentoring and translanguaging in Higher Education. IAFOR Journal of Education, Language Issue, 10(1), 135-154.
• Meletiadou, E. & Tsagari, D. (2022c). Exploring teachers’ perceptions of the use of peer assessment in EFL test-dominated writing classes. Recent Development in Language Testing and Assessment Special Issue. Languages, 7(1), 16.
• Meletiadou, E. (2022d). Learners’ perceptions of peer assessment: Implications for their willingness to write in an EFL classroom. International Journal of Teacher Education and Professional Development. 5(1), 1-14.
• Meletiadou, E. (2021a). Opening Pandora’s box: How does peer assessment affect EFL students’ writing quality?. Languages, 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.
• Meletiadou, E. (2021c). Using Padlets as e-portfolios to develop undergraduate students’ writing skills and motivation. IAFOR Journal of Undergraduate Education, 9(4), 67-83.

Selected chapters in books:

• Meletiadou, E. (accepted). Using Virtual Professional Learning Communities to Promote Sustainable Learning in Higher Education amid the Covid-19 Crisis: HRM students’ perspective. Handbook of Research on Implications of Sustainable Development in Higher Education: Teaching, Learning, and Assessment. IGI.
• Meletiadou, E. (accepted). Leadership for sustainability in higher education amidst the Covid-19 crisis: Exploring female educational leaders' strategies for transformation. Handbook of Research on Implications of Sustainable Development in Higher Education: Teaching, Learning, and Assessment. IGI. 
• Meletiadou, E. (2022a). Error Treatment in Second Language Writing: Fostering Social Justice by using Active Self-Correction with multilingual and multicultural students in Higher Education. Handbook of Research on Fostering Social Justice Through Intercultural and Multilingual Communication: Pedagogy, Andragogy, and Assessment. IGI.
• Meletiadou, E. (2022b). The Use of Student-Generated Videos and Intercultural Group Assessment to Promote Equity, Diversity, and Inclusion (EDI) in Higher Education. Handbook of Research on Fostering Social Justice Through Intercultural and Multilingual Communication: Pedagogy, Andragogy, and Assessment. IGI.
• Meletiadou, E. (2022c). The Use of Peer Assessment as an Inclusive Learning Strategy in Higher Education Institutions: Enhancing Student Writing Skills and Motivation. IGI.
• Meletiadou, E. (2022d). Nurturing Student Writing Knowledge, Self-Regulation, and Attitudes in Higher Education: The Use of Self-Assessment as an Inclusive Practice. IGI.
• Meletiadou, E. (2022e). The lived experiences of female educational leaders in Higher Education in the UK: Academic resilience and gender. IGI.
• Meletiadou, E. (2022f). Profiling the writing competency of BAME undergraduate students: Fostering Inclusion and academic success to improve retention in Tertiary Education. IGI.

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

1. 2013-2016: Full three-year Outstanding PhD Student scholarship (full tuition and research stipend-PhD in Applied Linguistics) provided by the University of Cyprus
2. 1/7/2014: Second Best JURE Roundtable Presentation, JURE (Junior Researchers of EARLI) Conference 2015, Cyprus
3. 2017: Personal Research Budget Grant Travel and Research Funding, University of Cyprus
4. 2015: Personal Research Budget Grant Travel and Research Funding, University of Cyprus
5. 2014: Personal Research Budget Grant Travel and Research Funding, University of Cyprus
6. 2013: Personal Research Budget Grant Travel and Research Funding, University of Cyprus
7. 2012: Personal Research Budget Grant Travel and Research Funding, University of Cyprus
8. 2011: Personal Research Budget Grant Travel and Research Funding, University of Cyprus
9. 2008-2011: Full three-year scholarship (including tuition fees and maintenance expenses) awarded by the Greek Ministry of Education and Religious Affairs, Greece for the completion of my MA in Theoretical and Applied Linguistics studies
10. 2008-2013: University of Cyprus stipend
11. 10/2007: Erasmus School Education Mobility Grant (1 week) (London)
12. 2004: Recognising and Rewarding Exceptional Performance award for Erasmus+ Project Coordination Award
13. 2/2004: Erasmus School Education Mobility Grant (1 week) (Oxford)
14. 5/2004: Erasmus Strategic Partnership for School Education Project Co-ordination Mobility Grant (1 week)
15. 11/2003: Erasmus Strategic Partnership for School Education Project Co-ordination Mobility Grant (1 week)
16. 9/2003: Erasmus School Exchange Partnership Grant (1 week) (Ireland)

• 2019-2020: SMB Consultant Queen Mary University of London, UK
• 2019-2020: London Enterprise Adviser, Chartered Institute of Personnel and Development, London, UK
• 2019-2020: Consultant, Queen Mary University of London, UK

1. Teachers’ Assessment Language Enhancement, TALE/Erasmus+ project, Final Conference, University of Cyprus, Nicosia, Cyprus, 12/5/2018
2. Second Multiplier Event: Teachers’ Language Assessment Literacy, University of Cyprus, Cyprus, 21/10/2017
3. 21st Conference of the Junior Researchers of EARLI, University of Tampere, Finland, 27/8/2017
4. 7th EALTA CBLA Symposium, University of Cyprus, Nicosia, 19/11/2016
5. Erasmus+ TALE Multiplier Event, University of Cyprus, Nicosia, 28/5/2016
6. 16th EARLI Conference, CUT, Limassol, 27/8/2015
7. 19th JURE Conference, CUT, Limassol, 23/8/2015
8. JURE 2014 Conference, Nicosia, Cyprus, 1/7/2014
9. 2nd FLIT Conference, Nicosia, Cyprus, 7/12/2013
10. 3rd CyTEA Annual Conference, Nicosia, Cyprus, 9-10/11/2013
11. Foreign Language Instructional Technology Conference, Nicosia, Cyprus, 7/12/2013
12. 15th Biennial EARLI Conference for Research on Learning and Instruction, Technological University of Munich, Germany, 20/09/2013
13. 3rd EALTA-CBLA SIG Symposium, Nicosia, Cyprus, 2/11/2012
14. 9th Annual Conference of the European Association of Language Testing and Assessment (EALTA), Innsbruck, Austria, 6/6/2012
15. 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
16. International Conference on Language Testing and Assessment, University of Cyprus, 5/6/2011
17. 2nd CyTEA Annual Conference, European University Cyprus, 19/11/2011
18. International Postgraduate Conference in Linguistics at the University of Cyprus (LOT), 8/5/2010

Dr Eleni Meletiadou

Senior lecturer in Equity, Diversity, and Inclusion (EDI)

e.meletiadou@londonmet.ac.uk