Professor Maxine Lintern

Associate Dean for Research and Enterprise, Faculty of Business, Law and Social Sciences

Email:: maxine.lintern@bcu.ac.uk
Phone:: +44 (0)121 202 8556

As part of the senior management for the Faculty of Business, Law and Social Sciences (BLSS), Maxine takes a leadership role in setting the vision and deciding the direction of travel of the Faculty, contribute to all major strategic decisions and implementation of operational policy. Her portfolio is predominantly focused on developing our research and enterprise activity. Her main responsibilities are listed below.

Lead for Research and Enterprise, Chair of Faculty Research Committee and Research Degrees Committee, responsible for external bid income, business engagement and development, oversight and approval status for research bids, research governance, consultancy, ethics and indemnity, infrastructure and equipment, design and implementation of research strategy, Doctoral College operations, research environments, and development for early career researchers.

Strategic development and operational implementation of research & enterprise links to learning and teaching including advances in curriculum design, programme structure, and timetabling.

Staff development – CPD Framework, mentoring and coaching, promotions, formal development, peer observations, training programmes, higher degrees.

Liaison with estates to implement new research and teaching space as part of the Curzon extension.

Qualifications

Memberships

Research

Postgraduate Supervision

Exploring the Biological Foundations of Leadership Perceptions – Sabreen Jan – collaboration between Business School and Life Sciences
Cultural and contextual differences in picture perception: building an ecological model of human visual perception. Panos Sampanis - Collaboration between Psychology departments at BCU and UoB
Design and development of an Interactive Bio-feedback Stick Technology to enable patient recovery and improve their quality of life. Salman Abdullah – Collaboration between engineering, biomedical science and computer science.
Learning from error: An exploration of critical care nurses experiences and support needs following a medical error even. David Waters - Clinical practice project in collaboration with a number of NHS trusts.
Investigating oscillatory behaviour in Alzheimer’s disease to establish biomarkers: an EEG and computational study. Nirav Porwal – Collaboration between Psychology departments at BCU and UoB
From East to West: Cultural differences in perceptual learning. Stephanie Yoke Ping Chua - Collaboration between Psychology departments at BCU and Cambridge University
Juvenile Brain Science and US Judicial Decision-making. Rosemarie Tempowski
An exploration of health care professionals (midwives) as the ‘second victim’ following an error in clinical practice. Natasha Carr- Clinical practice project in collaboration with Staffordshire University and NHS trusts.
Impact of the Vertebrate posture system on back pain during pregnancy. Maggie Prain- Clinical practice project in collaboration with a number of NHS trusts.
Learning as Becoming: Using Grounded Theory method to explore Military Nursing Students’ experience of Pre-Registration Nurse Education, in the absence of Military Nurse Lecturers. Major Lyndsay Blake. – EdD pedagogical project in collaboration with MoD Clinical Education.
Understanding the contributing factors to heel pressure ulcers and their role in indicating end of life. - Alisen Dube, in collaboration with Staffordshire University and NHS Trusts.

Publications

Selected publications

A. Dube, M. Radford, M. Lintern, S.J. Jones. (2021), A systematic review of risk factors associated with heel pressure ulcer development in adult population. Journal of Advanced Nursing (submitted).

S. Chua, P. Rentzelas, P. Frangou, Z. Kourtzi, M. Lintern, E. Mavritsaki, (2021) Cultural Differences in Visual Perceptual Learning, Vision Research (submitted)
Tempowski, R, Lintern, M. Molloy, J and Cooper, S. L. (2020) A Model for Analysing and Grading the Quality of Scientific Authorities Presented to State Legislative Committees. University of St. Thomas Journal of Law and Public Policy.
Cleaver, E. McLinden, M. Lintern M (2019). The scholarship of teaching and learning as a foundation for strategic educational transformation. Chapter in ‘Evidence-Based Faculty Development through the Scholarship of Teaching and Learning’, publisher IGI Global.
Porwal, N. Bowman, H. Lintern, M. Shapiro, K. Mavritsaki, E. (2019) A spiking neural network model of the N400 congruency effect. Computational Neuroscience Meeting, Barcelona.
Chua, S. Rentzelas, P. Kourtzi, Z. Lintern, M and Mavritsaki, E (2018) Cross-cultural differences in perceptual learning. Journal of Vision. ISSN 1534-7362
Lintern M., Educational Enquiry – disciplinary approaches and the BLSS Boost Project. (2018). International Federation of National Teaching Fellows World Summit, Halifax, Canada (Invited Speaker)
Cleaver, E. Lintern, M.C, McLinden, M. (2018) Teaching and Learning in Higher Education: Disciplinary Approaches to Educational Enquiry, Sage Publishing. 2^nd edition
Philips E., Jones, S., Runacres, J., Lintern, M., Radford, M. (2017) Understanding the distribution of A&E attendances and hospital admissions for the case managed population: a single case cross sectional study. Applied Nursing Research 33:24-29
Cleaver, E., Lintern, M., McLinden, M., Towards the ‘enquiring university’: using critical enquiry as a route to teaching excellence. (2017). International Federation of National Teaching Fellows World Summit, Birmingham, UK. (Invited Speaker)
Cleaver, E. Lintern, M.C, McLinden, M. (2014) Teaching and Learning in Higher Education: Disciplinary Approaches to Educational Enquiry, Sage Publishing.
B Mutingwende, R Ashford, C Neal-Sturgess, M Lintern, J Lahr (2014) Modelling of forefoot injuries caused by brake pedal loading – a finite element analysis case study, J Foot Ankle Res. 2014; 7 (Suppl 1): A59. 2014
Cleaver, E. and Lintern, MC. (2013). A UK approach to disciplinary SOTL (or how can we encourage UK faculty to apply their skills of research and higher-order thinking to their teaching?). International Society for the Scholarship of Teaching and Learning, Annual Conference, North Carolina, US. (Invited Speaker)
Obbard J, Lintern M. (2013) Planning and Partnerships for Creating a Major Incident Simulation Experience. Higher Education Academy Annual Conference, Warwick, June 2013
B Mutingwende, R Ashford, C Neal-Sturgess, M Lintern, J Lahr (2014) Modelling of forefoot injuries caused by brake pedal loading – a finite element analysis case study, J Foot Ankle Res. 2014; 7 (Suppl 1): A59. 2014
Indramohan, V.P., Ashford, R., Lintern, M.C. (2012) Are surgeons content with the current surgical headgear system?: Journal of Medical Engineering and Technology, Issue 106,
Lintern, M.C.(2008a) The role of the laboratory practical in undergraduate teaching. Physiology News, Issue 70:46-7
Lintern, M.C. (2007a) Developing laboratory skills ready for embarking on a research project or Research isn’t a series of lab practicals! [Online] Centre for Bioscience Case Studies
M.C. Lintern (2006)Laboratory Skills for Science and Medical Students, Radcliffe Publishing Ltd, Oxford [Winner of Best Undergraduate textbook, 2006.]