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Emmanuel Mawuena

Dr Emmanuel Mawuena PhD



Emmanuel joined Sheffield Hallam University in 2022 as a lecturer in Organisational Behaviour/HRM. He holds a PhD in Management from the University of Hull. He taught at the University of Hull and the University of Ghana. Prior to these, he worked in Banking and Sales (e.g., Barclays Bank, Ghana). Emmanuel’s research interest is in Employee Voice and Silence, Power, Teamwork and Safety/Patient Safety. He has published in journals, such as the British Medical Journal (BMJ) Quality and Safety and undertakes peer-review for journals (e.g., International Journal of Human Resource Management, Human Resource Management Journal). Emmanuel has supervised MSc, MPhils and is open to PhD supervision in Employee Voice and Silence, Teamwork and Power. He is a member of the Academy of Management (AOM) and uses his practical experience and research background to enrich teaching and learning.


College of Business, Technology and Engineering

Organisational Behaviour/HRM

People and Organisations in Context
Managing and Developing People
Managing for Success
Strategies in International Human Resource Management


Employee Voice and Silence
Teamwork and Power
Safety/Quality Care and Patient Safety

The Academy of Management (AOM)
Ghana's Healthcare


Journal articles

Mawuena, E.K., & Mannion, R. (2022). Implications of resource constraints and high workload on speaking up about threats to patient safety: a qualitative study of surgical teams in Ghana. BMJ quality & safety, 31 (9), 662-669.

Mawuena, E.K. (2022). Equal Power and Voice and Silence on Patient Safety in the Surgeon-Anaesthesiologists Relationship. Academy of Management Proceedings, 2022 (1).

Postgraduate supervision

I currently accept expressions of interest for MA and doctoral supervision from potential applicants with interests in qualitative research within the areas of co-productive partnerships in Education, Inclusive Education, critical pedagogies and creative methodologies in Education, Philosophy for Children (P4C), and collaborative and dialogic professional development for practitioners in Education.

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