What we do
Crossfields institute is a registered charity that was founded in 2007 with the aim of enabling education providers with a holistic and integrative approach to improve the quality of what they do and offer certification to students. Crossfields Institute now includes three distinct areas of activity that are collectively known as the Crossfields Institute Group: Firstly we are an Ofqual (The Office of Qualifications and Examinations Regulation) regulated awarding organisation offering a range of certification services to education providers in the UK and abroad. Secondly we develop and deliver educational programmes mostly at post-graduate level. Thirdly we offer consultancy and coaching services to organisations and individuals. These three activities take place through our Awarding, Learning and Consulting branches respectively.
Vision and Philosophy
Crossfields Institute is a vision-based organisation, meaning that through our activities our aim is to contribute positively to making the world a better place, while also providing high-quality services to our clients. Our belief is that education has the power and potential to be a force of positive change in the world, if used in the right way, and as an organisation we are on an action research journey to discover what this means in practice. We invite those with whom we collaborate to join us in this inquiry.
While education today can often be driven by the bottom line and by measurable and quantifiable outcomes, we prefer to see education as a transformative journey that is as much about the path as it is about the destination. It is about cultivating openness and unknowing as well as acquiring knowledge and skills. It is also about finding and nurturing passion, interest and a sense of purpose, and about developing capacities to participate meaningfully in the world. Over the years we have identified some core education related principles that guide us in our approach. These include:
Holistic learning. We work with a broader notion of knowing than simply the cognitive and the rational. The knowing that comes with emotion and feeling and the knowing associated with embodied action are equally important. We work actively and in different ways with this expanded notion of knowing in our three domains of activity.
Deep Learning. Deep learning is achieved through experiential and problem-based approaches to learning. It is enabled through engaging with complexity and real-world practice. Deep learning also invites the participation of the whole human being and multiple ways of knowing.
Transformative learning. In our view, education is not just about acquiring new knowledge and skills, it also has the possibility to bring about profound transformation at the personal, political and social levels. Central to our approach is the recognition that taking risks and not-knowing are fundamental if education is to have the potential to be transformative as well as integrative.
Transdisciplinary learning. When separate disciplines meet and mix then new insights can arise that are not necessarily found in any one single discipline. Hence the name ‘Crossfields’. This is particularly the case for the arts, sciences and humanities.
Lifebased and lifelong learning. With the shifting and fluid nature of life today, traditional boundaries between life, work and leisure are blurring. Our approach is to see life in all its aspects as the context for ‘learning’ in the deepest sense, and of course this extends over the whole of life, not just the first three decades. Technology has also greatly expanded the possibilities of what can count as a ‘classroom’ and how and where formal and informal learning can take place.
Diversity and inclusion. Deep learning is enabled through a rich mix of perspectives and experiences. In all our activities we aim to be as inclusive as possible, meaning that no one is excluded from participation on the basis of gender, race, sexual orientation, age or disability.
Care for nature and the environment. We aim to nurture love and care for the environment, whether urban or natural, and we seek to promote environmental responsibility wherever possible.
Lou Doliczny – Chief Executive Officer
Dr Fergus Anderson – Senior Lecturer, Programme Lead
Jonathan Code – Senior Lecturer
Andrea Brandão – Head of Centre
Jane Tyler – Faculty Administration Manager
Marisa Godfrey – Learning Co-ordinator
Charlotte von Bülow – Founder of the Crossfields Institute Group, Director of Crossfields Europa
Judy Foster – Education Consultant
Websites and Virtual Learning Environment
Marcus Cross – Website and VLE Administrator
Kirsty Allen – Finance Administrator
Staff biographies (in alphabetical order)
Fergus Anderson PhD, MEd., BSc. (Hons)
Fergus is part of Crossfields Learning core faculty. He is currently programme leader for the Philosophy and Practice of Integrative Education post-graduate certificate. He also teaches and mentors on other CI programmes and short courses. He recently completed his PhD which was on the experience of thinking, drawing on recent debates in philosophy of mind. This ties in with his long-term interest in consciousness studies, first-person research and meditation. Fergus also plays an active part in organising the Crossfields Institute research activities and he has organised a number of research conferences in collaboration with partner organisations over number of years.
Andrea Brandão BA, MA
Andrea Brandão is Head of Centre at Crossfields Learning and Programme Lead on the Philosophy and Practice of Integrative Education post-graduate program. She joined Crossfields in 2019. Andrea has over 20 years of teaching experience, in primary, secondary and adult education, mainly in Finland.
Andrea’s areas of expertise are EFL, assessment, holistic and integrative education.
Andrea holds an MA in Portuguese and English Languages and Literature (UFPR- Brazil), MA in English Philosophy (University of Helsinki – Finland) with minor studies in Pedagogy and Adult Education and Postgraduate Studies in Integrative Education ( Alanus and CFI).
She is currently partaking in Doctor of Education studies at the University of Bath.
Charlotte von Bülow M.Ed
From the inception of Crossfields Institute in 2007, Charlotte has worked with its growing teams to promote and develop collaborative educational action research, involving local, national and international partner organisations and stakeholders. She is now Director of Crossfields Europa, based in Denmark, which is the consultancy arm of Crossfields Institute. Since moving from Denmark to the UK in 1999, Charlotte worked within the UK further and higher education sector where she specialised in qualifications development, quality assurance systems and accreditation solutions.
As a Quality Assurance and Accreditation Officer, Educational Consultant and University Administrator, she specialised in UK and EU regulations and standards for further and higher education. Before graduating with a Masters of Education (RSUC, grad. 2012), Charlotte studied Leadership and Management (EPOC, grad. 2008), Philosophy of Mind (OU, grad. 2004) as well as Foundation Studies in Counselling and Psychotherapy (BCPC, grad. 2001).
She has recently completed a PhD in Educational Leadership in the Department for Business and Law at University of the West of England. In the last eight years, Charlotte has dedicated her charitable work to supporting environmental and social innovation. In the past, Charlotte has been a trustee of Sunfield Children’s Home, the Living Earth Land Trust (charity no. 1139874), the Biodynamic Association (charity no. 269036) and Shire Training Workshops Limited (charity no. 285834). Charlotte is also a founding member of the Biodynamic Association Board of Studies.
Jonathan Code BA, M.Ed
Jonathan is a lecturer on Crossfields Learnings HE programmes and a workshop leader on a range of CII short courses. Jonathan is currently co-lead and a module Programme Leader for the Researching Holistic Agroecology pathway of the MA in Philosophy of Social Innovation (an Alanus University programme). Jonathan has a deep interest in consciousness studies, the western esoteric tradition, holistic and natural sciences, gardening, and education. These interests informed both his Bachelor’s degree (Integral Studies, CIIS, California), and his M. Ed (Social and Environmental Education, RSUC Oslo). Jonathan is currently enrolled as a doctoral student with the University of Bath, focussing on educational research. Jonathan’s book Muck and Mind; Encountering Biodynamic Agriculture is distributed by Lindisfarne/Floris books.
Marcus joined Crossfields Institute in November 2013 and is responsible for the maintenance of the Crossfields Institute website and Virtual Learning Environment. Marcus holds an Advanced GNVQ in IT and Diploma in Web Design. Before joining the Institute, he worked for the Library Service, where his responsibilities included customer service and IT support to users.
Marcus’s main strengths include helping users with their use of the Virtual Learning Environment, creating clear step-by-step user guides, and solving technical issues. He has also successfully created and redesigned Virtual Learning Environments for several institutions.
Lou Doliczny BSc (Hons), QTS, MSc
Lou joined Crossfields in September 2014 as Qualification Development Coordinator and became Chief Executive Officer in November 2019. She has a rich employment history, working in both public and private sectors, and brings this experience with her as she works alongside our centres, learners and partner organisations. Louise has a BSc in Economics, a Post Graduate Diploma in Management and holds Qualified Teacher Status. She recently completed an MSc in Education at Bristol University where her focus was on Critical Pedagogy and democratic approaches to education. In working with Crossfields she is embracing the opportunity to deepen her understanding of holistic and integrative approaches at all levels and build on her educational philosophy.
Simon Fielding OBE DO
After qualifying as an osteopath Simon embarked on a clinical and academic career. He lectured in physiology and osteopathic medicine at undergraduate and postgraduate level both in the UK and internationally. Simon was for many years a faculty member and osteopathic vice-principal of European School of Osteopathy. He has served the education committee of the American Academy of Osteopathy and has been an external MSc examiner at University of Westminster.
Simon devoted much of his professional life to securing the recognition of osteopathy as an independent primary contact healthcare profession and this culminated in the passing of the Osteopaths Act in 1993. He was appointed by ministers as the first chair of the General Osteopathic Council responsible for bringing the Osteopaths Act into force. He also spent 11 years as a Special Advisor at the Department of Health and was a founder member of the RCGP Commission on primary care. He is currently vice-chair of the board of trustees of The College of Medicine a charity he helped establish and for many years served on the editorial boards of the journals of Inter-professional Care and Holistic Healthcare.
In addition, Simon has many other charitable interests and served as a long-term trustee on the boards of The Prince of Wales’s Foundation for Integrated Health, Demelza House Children’s Hospice, the Osteopathic Education Foundation, the Spinal Foundation, the International Osteopathic Alliance and was the founder chair of the Council for Anthroposophical Health and Social Care. Simon has been involved with Crossfields Institute from the beginning as a founder trustee and now chairs the Board. He is also a founder trustee of the Kairos Rehabilitation Trust which assists patients suffering from complex long-term conditions.
Marisa joined Crossfields Learning in November 2020 as the Learning Co-ordinator, working primarily with the Integrative Education Qualifications. She has worked in the education and voluntary sector for over 20 years. She has experience and knowledge of running education programmes for young people, students in higher education and within community and social enterprise settings. She is passionate about education being a force for change and integrative education’s role in achieving that.
Mr. Stephen Harvey has forty years successful teaching, research, policy, governance & senior management experience in the global secondary, tertiary and commercial education sectors.
Stephen has held the positions of: Founder and Global Managing Director of Cambridge Education Group’s (CEG) ONCAMPUS Higher Education Pathways Division; Head of Higher Education Advisory Services at KPMG UK; Project Manager, Her Majesty’s Government Department for Education Strategy & Innovation Unit and U.K. Managing Director of Study Group.
Stephen has also held the positions of: joint Director of a Business School, Principal Lecturer, Head of Department in Accounting & Finance and Director of the International Office at two U.K. Universities.
Stephen was educated at the Universities of Kent, Bristol, and Sunderland; holds qualified teacher status in the UK; is a Chartered member of the Chartered Institute of Personnel & Development and a Fellow of the Royal Society of Arts.
Debbie Horseman BEd (Hons), MBA, QTS
Debbie qualified with a BEd from Bath University and has worked in education and training for over 35 years. She has an MBA, specialising in strategic management and managing organisational change. She joined the Quality team of Crossfields Institute in 2013. Since then, she has qualified as an External Quality Assurer. She travels extensively, visiting and monitoring Crossfields Institute centres.
Lesley Moore RN, Dip. in Nursing (Wales), Cert. Ed. (FE), MA in Social Ethics, D.Phil.
Lesley has recently retired as an Associate Professor in Work-based Learning from the University of the West of England, Bristol. As a nurse Lesley worked in both the NHS and military sectors and became a nurse teacher in 1986. During her time as a nurse academic Lesley was committed to the vision of lifelong learning and the development of professional and collaborative practice, and inter-professional learning. The latter was developed further through leading cross-university projects on work-based learning, and a Florence Nightingale Scholarship (2000) where she explored ethical reasoning workshops in a Dutch hospital.
The award of a National Teaching Fellowship and a Churchill Fellowship in 2005 enabled Lesley to explore ways of enabling professional health care staff to communicate with people with learning disabilities (University of Kentucky), and an innovative inter-professional, healthcare undergraduate programme (Northeastern University, Boston USA).
As Director of Work-based Learning Lesley worked closely with HE colleagues in all faculties and the FE sector to validate specific programmes from Certificate to Masters levels. Lesley is skilled at developing action focused distance learning materials, working with blended learning and facilitating adult learning approaches. Currently Lesley is an external examiner for work-based learning at the University of Chester. Previous examining roles have been on professional courses at Westminster University and Napier University (Edinburgh).
Since retirement Lesley is engaged with voluntary work such as the Trustee role for Crossfields, and a community governor role for an Academy and 6th form, case worker for Soldier, Sailors, Airmen and Families Association (SSAFA), and a mentor for new Churchill Fellows.
Mandy Nelson PhD, BSc (Hons)
Mandy joined Crossfields Institute in late 2020 as the Head of Quality. Her role includes working with organisations who wish to become Crossfields Approved Centres and deliver Crossfields Institute regulated qualifications. Mandy also leads on qualification development and quality assurance.
Mandy has a background in education, research and quality assurance. After gaining an undergraduate degree and PhD in Geography, Mandy has taught on undergraduate and postgraduate courses – typically within the social sciences. Her research interests include transformative, integrative and holistic pedagogies. Mandy has also led on research for national organisations within the education sector.
Jay Phillips BA (hons), CELTA
Jay is the Administration Manager for Crossfields Institute. He is the first point of contact for all enquiries to the Awarding Organisation and is committed to providing holistic, specialist and bespoke customer service to all clients as well as supporting centres in using the online centre management platform Mercury. Prior to joining Crossfields, Jay had a colourful and varied career in English language education (EFL), working as an English Teacher in Russia, a Director of Studies in China and as an Operations Manager for summer schools in the UK. A firm believer in life-long learning, Jay joined the Awarding team in 2020 and has embraced the AOs commitment towards promoting integrative, transdisciplinary and transformative education.
Julie is the Lead EQA at Crossfields Institute. She is a qualified teacher, EQA, IQA and Assessor with over 25 years post-16 educational experience. She is the co-founder of a small training company providing assessor, quality assurance and teaching qualifications and remains a practitioner across these areas in order to maintain occupational competence. Julie likes to get involved in new initiatives to develop her knowledge and thinking further in the ever-changing landscape of teaching, learning and assessment.
She has many years’ experience of working with small independent and large national awarding organisations, training providers and employers developing in-house training teams and supporting them through training and consultancy. She has authored post-16 educational resources published by Pearson Education, and has been instrumental in writing regulated qualifications.
Shaina Stoehr MA Ed.
Shaina Stoehr has been active in the field of adult education for the past 30 years. Her specialisation is in the expressive movement art of eurythmy, with a BA in Art and Education (Empire State College, NY 1980) and an MA in Education and Eurythmy (Plymouth University 2011). She currently supervises eurythmy trainings in St. Petersburg, Russia and Boulder, Colorado. She is on the faculty of Alanus Hochschule in Germany, running an MA program delivered in English and teaches regularly at the Norwegian Eurythmy School in Oslo. She sits on the advisory board of the Section for Performing Arts, and on the Council of Eurythmy Therapy Trainings at the Goetheanum, Dornach, Switzerland. In addition to her activity in the field of adult education, Shaina has worked as a therapist in clinics, special needs colleges, and in private practice. Her recent research work has focused on the benefits of eurythmy therapy for young people with Asperger’s and autistic spectrum disorder. She co-directs the Eurythmy Therapy Training in Great Britain, an international post-graduate course, training eurythmists in the application of eurythmy within the medical field. Shaina has been active in Crossfields Institute from its inception, serving on the board of trustees since 2007.
Jane is responsible for the administration of Crossfields Learning’s HE courses, supporting faculty and working directly with students to ensure they are well equipped to complete their studies.
She has worked in an administrative capacity in education for the last 20 years, 9 of which she served within the Ruskin Mill Trust adult education departments. Prior to that, Jane was a school administrator for over a decade and she also worked for Dun and Bradstreet, where she was responsible for organising events ranging from small UK seminars through to large conferences in various European locations for upwards of 500 people.
Contact Crossfields Institute by phone, email or write to us:
Gloucestershire GL5 3AN
Office: +44 (0) 1453 808 118
Office hours: Monday to Thursday, 9am – 4:30pm