Kyriaki Anagnostopoulou


Kyriaki Anagnostopoulou


Personal statement

Kyriaki’s role as Assistant Dean is to ensure that the human and physical resources are strategically available in the Institute for Education to support excellence in the student experience. Her work informs policy and practice and spans from developing strategic direction through to implementation.

Kyriaki’s personal empathy with the student experience and issues affecting engagement, attainment and progression has enabled her to be at the forefront of higher education innovation for over 20 years. Having worked extensively across a range of higher education institutions with a focus on digital education and innovation, she has led, managed and passionately championed projects aimed at large scale innovation, quality enhancement, curriculum re-design and the development of pedagogical guidance and services to support excellence in the student experience. She has led large scale organisational change projects and has extensive insights into initiatives aimed at mass educational impact in the UK and in India, meant to make a real difference by reaching diverse populations in inclusive ways.

Kyriaki engages with national educational organisations (JISC, ALT, LFHE, HEA, HEFCE/OfS, etc), including having been a long-standing elected Steering Group member for the national Heads of e-Learning Forum (HeLF), a network of senior staff who lead digital innovation within UK universities. Her work at national and international levels provides testament to her extensive knowledge of the fields of higher education and technology-enhanced learning. As a thought leader, she has presented at over 50 national and international conferences where she has championed technology-enhanced learning, the student experience, organisational change and higher education innovation.

Kyriaki has a track record in successfully bidding for highly competitive funds, provided by agencies such as JISC, HEA, LFHE, MillionPlus, TEMPUS, and the British Council, to support strategic student experience initiatives and have led the successful delivery of many of these projects, at institutional and national level.

Academic qualifications

  • Doctor in Education (EdD) - Institute of Education, University of London, with a focus on learning and leadership development
  • MA, Design and Media Arts - University of Westminster
  • BA (Hons), Graphic Information Design - Athens, Greece.

Professional memberships

  • UK Heads of e-Learning Forum (HeLF)
  • Fellow - Higher Education Academy (HEA)
  • Association for Learning Technologies (ALT)
  • Society of Research in Higher Education (SHRE)
  • British Educational Research Association (BERA).

Other external roles

  • Board member - International Centre of Excellence for Innovation in Learning (ICEFIL), an international consortium of leading universities and other educational organisations dedicated to social justice and equality through education innovation
  • Institutional representative - UK Heads of e-Learning Forum, having been elected previously as an executive steering group member for two consecutive three-year terms (2011-17)
  • Co-editor of ‘Innovations in Education and Teaching International’, the journal of the Staff and Educational Development Association (SEDA)
  • External examiner - University of London’s Postgraduate Certificate in Learning and Teaching in Higher Education (2018-22)
  • Governor - The Mendip School, part of The Partnership Trust, with a focus on learning and teaching.

Areas of expertise

  • Technology-enhanced learning
    Higher Education learning and teaching
  • Educational Leadership in Higher Education
  • Student Experience.

Areas of research supervision

Kyriaki welcomes applications for research degrees in any aspect of technology-enhanced learning, higher education, educational leadership, and the student experience, especially those with interdisciplinary links.


A selection of national and international keynotes/presentations

  • Anagnostopoulou, K. (2018) Transformational Learning on the Fault Lines of Academia: an Exploration of 'Third Space' as a Non-formal Learning Environment in Higher Education. British Educational Research Association (BERA) annual conference. Northumbria University, Newcastle, 11 to 13 September
  • Thomas, A., Highton, M., Passey, D., Morris, N., Anagnostopoulou, K., and Davies, S. (2017) Evidence bases and business cases. Panel session at the 24th Annual Association for Learning Technology Conference (ALT-C2017). University of Liverpool, 5 to 7 September
  • Anagnostopoulou, K. (2016) Strategic and Academic impact of Massive Open Online Learning. Global Educational Dialogue (GED) on ‘Teaching-Learning and New Technologies in Higher Education’. New Delhi, India. 25 to 26 February
  • Anagnostopoulou, K., Anyadi, S and Young, C. (2016) Overcoming barriers to the adoption of eLearning. Invited speaker at BETT conference, London, 20 January
  • Anagnostopoulou, K. (2015) Technology as a transformational enabler to learning and teaching. Invited keynote speaker at the Council of Higher Education Internal Auditors (CHEIA), Glasgow, 11 September
  • Anagnostopoulou, K. (2014) Approaches and strategies for choosing learning technologies. Invited opening keynote. Association of Learning Technologies (ALT): Open Course on Technology Enhanced Learning. Online, 7 May
  • Anagnostopoulou, K. (2013) The UK National e-Learning context: 20 years of experiences. Invited keynote for the visit of the Indian Joint Secretary of Education and Director of the National Mission on Education through ICT. British Council: Bath,21 to 25 October 
  • Anagnostopoulou, K. (2013) Professionalism in the Digital Environment: a case study of institutional change. ‘Changing the Learning Landscape’. LFHE/JISC: University of Hertfordshire, 11 April
  •  Anagnostopoulou, K. (2013) Developing Institutional Strategic Plan for Open, Distance and eLearning. Invited keynote at the ICT Leadership in Higher Education. CEMCA: Hyderabad, India, 24 to 26 February
  • Anagnostopoulou, K. and Quinsee, S. Leading Learning, or Being Led by It? EDUCAUSE 2009 Annual Conference, Denver USA, 3 to 6 November 2009.



International Network for the Advancement of Quality Learning  Online (£20,000) Knowledge Exchange Partnership funded by the British Council India. Co-lead.


Learning in Third Space: The nature of non-formal learning opportunities afforded to e-learning leaders in the workplace.


Professionalism in the Digital Environment – Institutional approaches to developing digital literacies. Funded by JISC (£100,000 with match funding).


OSTRICH: OER Sustainability through Teaching & Research Innovation: Cascading across HEIs. Funded by the HEA and JISC (£75,000). Collaborative project between University of Leicester (lead), University of Bath, and the University of Derby. Institutional lead.


E-Learning and the First Year Experience (ELFYSE). Funded by the Higher Education Academy (£5000).


From Inputs to impact: A study of the impact of JISC funding on universities. Funded by JISC (£50,000). Research carried out for MillionPlus in collaboration with Leeds Metropolitan University and the University of Bedfordshire.


Middlesex University Skills and Education Planning Tool (MUSKET). Funded by JISC (approx. £300,000). Co-investigator.


Leading learning…or being led by it? An exploration of the possible relationship between conceptions of and approaches to learning and the exercise of leadership by Heads of e-Learning. Funded by the Leadership Foundation in Higher Education (£15,000) and the Higher Education Academy (£5000).


Managing Connections using e-learning tracking data to improve retention rates in Higher Education. Funded by the Higher Education Academy (£34,500 with match funding).

Research and academic outputs

Go to ResearchSPAce

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