Mark’s path to co-founding OneHE was shaped by his personal experiences as a graduate tutor and his background in startups and social enterprises. His journey into teaching was unexpected, bringing with it challenges that would later fuel his passion for supporting educators.
“The starting point was my experience as a graduate tutor,” Mark reflects. “There was this belief that if you know your subject, you should be able to teach it, which I’ve never believed to be the case.” This gap in preparation for teaching resonated deeply with Mark, who found himself struggling with certain aspects of his role, particularly in managing seminars.
Mark’s entry into teaching wasn’t planned. As he explains, “It was a requirement of my PhD that I taught because I had a scholarship. When I started my PhD, I wasn’t really sure if I wanted to be a lecturer. I was doing the PhD because I was eager to delve deeper into my subject and explore new intellectual challenges. The teaching aspect wasn’t something I had initially considered, but it became part of my responsibilities.”
This unexpected foray into teaching brought mixed experiences for Mark. He found joy in certain aspects, particularly in small group tutorials and delivering lectures. However, he struggled with medium-sized seminar groups. “Seminars of sort of 10 to 15 to 20 people were anxiety-inducing, you know, really difficult sessions because you’re never too sure how much you should speak, how much you could get everybody else to speak.”
The lack of preparation for these teaching scenarios was a significant source of frustration for Mark. “I don’t think there was really any proper grounding or basis for doing it well,” he recalls. “I remember thinking at the time, well, surely there is, surely we know something about how to make these things work, you know? But nobody told you that.”
Mark’s frustration with the lack of proper grounding for new educators became a driving force in his vision for OneHE. He explains, “I was struck by the contradiction of feeling unprepared to teach effectively, while knowing there was a growing body of evidence on good teaching practices. The challenge became clear: how could we bridge this gap? How could we make this knowledge more accessible, so that educators could feel more confident and become more competent in their roles? This must be our mission.”
The concept of OneHE evolved from this personal experience, combined with Mark’s background in startups and social enterprises. “I’ve always quite enjoyed that very early bit of startups – getting together the idea, getting together a bit of momentum, getting it up and running,” he explains. This entrepreneurial spirit, combined with a commitment to social impact, shaped the core values of OneHE.
“We were 100% signed up to this idea that this shouldn’t be about making money per se,” Mark emphasizes. “It should be about having that strong giving back message.” This ethos is reflected in OneHE’s original plan to allocate 10% of revenues to community grants, a concept Mark is still passionate about implementing as the organization grows.
As OneHE developed, the team recognized opportunities to enhance their impact. Mark reflects on this evolution: “We started with the powerful idea of connecting educators facing similar challenges. But then we had this exciting realization – we could do even more. By curating and providing targeted solutions alongside the community aspect, we could empower educators not just to discuss their challenges, but to actively overcome them.”
Looking to the future, Mark envisions OneHE expanding its already significant impact on educators’ lives. “What excites me is seeing how educators are already benefiting from OneHE, coming away with practical skills that boost their confidence and competence in the classroom,” he reflects. “Our goal now is to scale this impact, reaching more educators across diverse contexts and continually refining our offerings to meet evolving needs.”
Mark emphasizes the importance of community alongside technological advancements: “While we’re excited about the possibilities of personalized learning experiences, we never lose sight of the power of community. We believe that being part of a supportive network of fellow educators is just as crucial as accessing great content. It’s about creating a space where educators can share experiences, collaborate, and feel part of something larger than themselves.”
For Mark, the ultimate goal of OneHE is to empower educators, enhance their well-being, and consequently improve the student experience. By fostering a supportive community and providing practical, accessible learning resources, OneHE aims to elevate the teaching profession and make a lasting impact on higher education. His journey from an uncertain graduate tutor to a co-founder of a platform supporting educators worldwide is a testament to the power of turning personal challenges into opportunities for widespread positive change.