Daniel Hobson is a Principal Teaching Fellow and Director of Programmes at the University of Southampton’s Winchester School of Art. He teaches across undergraduate and postgraduate design programmes while leading on curriculum review, development of new programmes and enhancing our current assessment. Alongside academic leadership, Daniel regularly facilitates hands‑on assessment workshops with academic teams, both within his institution and at external universities, working through live challenges such as diversifying assessment, managing assessment load, connecting assessment to skills development, and responding to Generative AI in discipline‑specific ways. He has led Faculty‑wide workshops on Generative AI and digital criticality, supporting staff to develop confident, standards‑led approaches to AI in assessment. Daniel is the creator of Assessment in Motion (AIM), a practical, card‑based workshop tool used by academics to collaboratively explore, test and redesign assessment.

Claire began her career as a practice‑led academic, having gained extensive experience in industry working for global organisations including NIKE and Manchester United Football Club and within the public sector including local authority and NHS settings. In 2010, she transitioned into Higher Education and has since built a senior leadership career spanning both academic and professional services, holding roles such as Head of Department and Head of Undergraduate and Partnerships and positions within quality assurance and partnerships areas.  During her time within Higher Education, she has led academic teams shaping strategy at departmental, institutional, and national levels, and driven major educational innovation. She currently draws on this experience in her current role leading the Assessment Consultancy within the Centre for Higher Education Practice (CHEP) at the University of Southampton, as part of the Advancing Assessment Strategic Major project a university-wide initiative to enhance and transform assessment practices.   Her work is grounded in a strong commitment to inclusive education and future‑proofing curricula to support student success and high-quality learning experiences.  Claire has published national and internationally on these themes, contributing to sector-wide discourse.  At the heart of her work is a clear purpose: to create meaningful, equitable learning environments that enable all students to thrive.