Professor Nick Scott

Profile

Qualifications 

Senior Fellowship of the Higher Education Academy (SFHEA) 

Diploma in International Financial Reporting Standards

Certificate in International Financial Reporting Standards

ICAEW  Fellowship (FCA) of Institute of Chartered Accountants in England and Wales

MSc Accounting and Finance, Manchester Metropolitan University 

PGCE (Higher Education), Manchester Metropolitan University 

BSc (Honours) Chemistry, University of Manchester Institute of Science and Technology (UMIST) 

Unilever Prize for Chemical Physics; UMIST

Experience 

I joined one of the major international accounting and consulting firms after University and qualified as a Chartered Accountant. Over this period I progressed to senior manager and specialised in corporate reporting and audit with a particular focus on Multi National Enterprises.  My career developed further as I then held senior financial roles in companies in the chemical industry. These involved financial management, acquisitions and takeovers. I began lecturing at Manchester Metropolitan University Business School in 2000. My role developed and latterly I was responsible for managing the student experience at both Undergraduate and Postgraduate levels with a particular focus on student experience metrics. This role included a wider university contribution to enhancement strategy. My specialism in IFRS has led me to contribute to the development of assessment for accounting professional bodies. 

I joined Leeds University Business School in 2014 as Director of Undergraduate Student Education with a particular focus on the strategic development of the Undergraduate portfolio. I became Faculty Pro Dean for Student Education in 2015. In 2019 I became the Programme Director for the LUBS and Law Transformation Programme. The role involves academic leadership for the programme associated with the significant capital investment on Western Campus.

My current research interests include the statistical analysis of student feedback with an emphasis on the coherence between student qualitative and quantitative survey responses.