Professor Christine Rivers
About
Biography
Christine Rivers holds the position of Professor of Mindfulness and Management Education and Co-Head of Department for Management Education at Surrey Business School. Her research explores the intersection of mindfulness and contemplative practices with business education, technology including artificial intelligence, employability, and work-life balance. In addition to her academic portfolio Christine is a qualified health and lifestyle coach, yoga, meditation and breathwork teacher.
Over the years, Christine has been actively involved in shaping business and management education through various service roles outside Surrey including Associate Editor for Journal of Management Education, reviewer for Academy of Management Learning and Education, British Academy of Management, Chartered Association of Business Schools. She serves as Teaching and Learning Conference (TLC AoM) chair and executive member for Management Education Development (MED AoM) division (2024 programme chair).
For her contributions Christine has received recognition and awards from British Academy of Management, Management Organisational Behaviours Teaching Society and holds National Teaching Fellowship with Advance HE UK. She regularly publishes her work in journals, Times Higher Education, gives keynotes and podcast talks.
Areas of specialism
University roles and responsibilities
- Head of Department of Management Education
Previous roles
Affiliations and memberships
programme chair AoM 2024, Chicago
News
ResearchResearch interests
Christine's research focuses on mindfulness and contemplative practice. She is particularly interested in understanding the intersection with technology, employability and lifestyle and wellbeing in business education and beyond.
Research projects
ADD philosophy is grounded in five inclusive principles for learning and teaching: Explore, create, collaborate, share and reflect. These principles are equally important for students while learning and academics while designing modules. The ADD method is based on five practical steps, identified throughout years of testing and in-depth research on visual usability:
Step 1. Template and content > Unified structured module design template and consistent approach to embedded content
Step 2. Supporting visuals > Individual conceptual module maps with weekly module maps and use of decorative images for content (e.g. weekly agendas, activities, narratives)
Step 3. Learning icons > Integrated learning icons to enhance student learning and signpost particular aspects in both the VLE and learning materials
Step 4. Narratives > Scaffolded learning through guided activities and captured content accompanied by short narratives and hyperlinked content
Step 5. Learning resource sets > Including sets of bite-size videos and deeper learning materials (activities scaffolded with narratives).
While ADD suggests following these five steps to warrant a holistic student experience, each step can also be implemented separately or over time. ADD is therefore a flexible approach to designing hybrid learning and teaching journeys, guided by questions of value and purpose.
While a consistent, templated approach is advocated for all modules on a particular programme to ensure students are able to easily navigate through modules without getting lost or having to adapt to different structures, the team also strongly believe that module personality and academic voice is crucial. These can be achieved by individual bespoke module maps and narratives to support learning. In addition, where face-to-face time is reduced, the use of narratives often replaces corridor chats and pre and post lecture conversations.
Research interests
Christine's research focuses on mindfulness and contemplative practice. She is particularly interested in understanding the intersection with technology, employability and lifestyle and wellbeing in business education and beyond.
Research projects
ADD philosophy is grounded in five inclusive principles for learning and teaching: Explore, create, collaborate, share and reflect. These principles are equally important for students while learning and academics while designing modules. The ADD method is based on five practical steps, identified throughout years of testing and in-depth research on visual usability:
Step 1. Template and content > Unified structured module design template and consistent approach to embedded content
Step 2. Supporting visuals > Individual conceptual module maps with weekly module maps and use of decorative images for content (e.g. weekly agendas, activities, narratives)
Step 3. Learning icons > Integrated learning icons to enhance student learning and signpost particular aspects in both the VLE and learning materials
Step 4. Narratives > Scaffolded learning through guided activities and captured content accompanied by short narratives and hyperlinked content
Step 5. Learning resource sets > Including sets of bite-size videos and deeper learning materials (activities scaffolded with narratives).
While ADD suggests following these five steps to warrant a holistic student experience, each step can also be implemented separately or over time. ADD is therefore a flexible approach to designing hybrid learning and teaching journeys, guided by questions of value and purpose.
While a consistent, templated approach is advocated for all modules on a particular programme to ensure students are able to easily navigate through modules without getting lost or having to adapt to different structures, the team also strongly believe that module personality and academic voice is crucial. These can be achieved by individual bespoke module maps and narratives to support learning. In addition, where face-to-face time is reduced, the use of narratives often replaces corridor chats and pre and post lecture conversations.
Supervision
Postgraduate research supervision
Christine supervises MSc and doctoral students in the area of business and management education, mindfulness and leadership.
Teaching
Christine leads and teaches on he Postgraduate Certificate in Management Education, which is aimed at practitioners, ECR and those without a valid or relevant teaching qualification in Management Education.
Christine has taught on all levels prior predominantly marketing, qualitative research methods and dissertation/ business model projects.
Publications
Peer-reviewed Publications Silver, C. and Rivers, C. (2013), Learning from the Learners: technology acceptance and adoption in understanding researchers' early experiences with CAQDAS packages. A pilot qualitative longitudinal study. submitted to International Journal for Social Research Methods.
Rivers C. and Calic J. (2013), Qualitative Remote Collaboration Analysis, submitted to International Journal of Human Computer Studies
Rivers C., Tan A., Kondoz A., (2009), An Intelligent Information Management Tool for Complex Human Collaboration, In: Open Information Management: Applications of Interconnectivity and Collaboration edited by S. Niiranen, J. Yil-Hietenen, Lugmayr A., Chapter 15, p.113-143
Glaser C., Tan A., Kondoz A., (2007), Direct Interaction with Multifunctional Digital Pens in Collaborative Environments, The International Journal of Technology Knowledge and Society, Vol 4, Nr 3, p.18-28
Peer-reviewed conference proceedings
Rivers C., Silver S., Woodger N., (2011), Camera Set-up, Image Placement and Interactive Devices in Virtual Learning Environments, Increasing the Feeling of Co-Presence and Interactivity in Access Grid mediated sessions, In Proceedings of the 9th International Conference on Education and Information Systems, Technologies and Applications: EISTA 2011, Orlando, FL, USA, 19-22nd July 2011.
Rivers C., Silver S., (2010), Identifying Aspects of Learning Experience and Usability in CAQDAS - A Longitudinal Case-Study Project, In Proceedings of Qualitative Computing: Diverse Worlds and Research Practices, Istanbul, Turkey, 24-26th February 2011.
Rivers C., Tan A., Calic J., (2009), Combining Activity Theory and Grounded Theory for the Design of Collaborative Interfaces, published by Springer in Lecture Notes of Computer Science (LNCS), HCI international conference, San Diego, July 2009
Glaser C., Tan A. , Kondoz A., (2008), Talk-in Interaction reflects Usability of Virtual Collaboration Systems, in Proceedings of the Third IASTED International Human-Computer Interaction Conference, March 17th-19th 2008, Innsbruck, Austria, p.291-296.
Non-Peer-reviewed PublicationsRivers C, Bulloch S (2011), CAQDAS - A contributor to social scientific knowledge?, in MethodsNEWS Spring 2011, NCRM.
Rivers C, (2010) Qualitative Remote Collaboration Analysis, University of Surrey, UK, PhD Thesis.
Glaser C, (2004), Lifestyle-PR, Applied Public Relations in the Context of the Social Change, University of Vienna, Master Thesis.