Dr Iain Garner PhD, MBA, PgCert
Head of the Department of Education, Childhood and Inclusion
As head of the department I lead and develop our, staff, students, courses, research profile and business consultancy.
I have worked at Sheffield Hallam University since 1992 in various academic roles. As the programme leader for the applied social sciences programme, I developed new courses and introduced new student support systems. I developed and implemented the first cross-university postgraduate forensic studies programme in accounting, psychology, criminology and science.
Since 2005 I have had a senior academic leadership role. From 2005–07 I led on the student experience and the development of our courses. I then became head of markets and recruitment (2008–10). In this role I was tasked with ensuring we met the needs of students in a changing higher education market. In 2011, my role expanded to include international students as well as those from the UK.
My current role is leading the Department of Education, Childhood & Inclusion which brings me back to a closer working relationship with staff and students on the delivery of excellent courses and high-quality academic research. This role also includes positioning the department externally to ensure the department gains the recognition and esteem for the excellent work it does.
In the field of forensic psychology I'm particularly interested in perception and crime, whether from the first-person perspective of an eyewitness, or how crime is perceived in the media.
This area of forensic investigation is particularly challenging to teach because of how perception is psychologically constructed and how this 'constructed understanding' can cause problems for an adversarial legal system.
For example, how can a court identify an honest witness's mistaken account if the witness completely believes their memories to be accurate?
A similar issue develops around the media's portrayal of crime which shapes the wider society's understanding of what crime is, who perpetrates crime and how crime is solved.
Such media presentations have a strong influence on society's understanding, but they can be inaccurate. This leads to the consideration of whether such misunderstandings create further problems when trying to address crime.
Department of Education, Childhood and Inclusion
College of Social Sciences and Arts
Marsden, R., Francis, J., & Garner, I. (2019). Use of GFCF Diets in children with ASD. An investigation into parents' beliefs using the theory of planned behaviour. Journal of Autism and Developmental Disorders. http://doi.org/10.1007/s10803-019-04035-8
Cashdan, A., & Garner, I. (2015). Psychology and religion . Psychologist, 28 (8), 607.
Al Ali, O.E., Garner, I., & Magadley, W. (2012). An Exploration of the Relationship Between Emotional Intelligence and Job Performance in Police Organizations. Journal of Police and Criminal Psychology, 27 (1), 1-8. http://doi.org/10.1007/s11896-011-9088-9
Garner, I., Maltby, J., & Lord, J. (2001). Developing virtual support for students. Journal of Computer Assisted Learning, 17 (2), 217-218. http://doi.org/10.1046/j.0266-4909.2001.00174.x
Garner, I. (2000). Problems and Inconsistencies with Kolb's Learning Styles. Educational Psychology, 20 (3), 341-348. http://doi.org/10.1080/713663745
Maltby, J., Garner, I., Alan Lewis, C., & Day, L. (2000). Religious orientation and schizotypal traits. Personality and Individual Differences, 28 (1), 143-151. http://doi.org/10.1016/s0191-8869(99)00090-2
MALTBY, J. (1999). SOCIAL INTERESTS AND EYSENCK'S PERSONALITY DIMENSIONS. Psychological Reports, 85 (5), 197. http://doi.org/10.2466/pr0.85.5.197-200
Maltby, J., Macaskill, A., Day, L., & Garner, I. (1999). Social Interests and Eysenck's Personality Dimensions. Psychological Reports, 85 (1), 197-200. http://doi.org/10.2466/pr0.19126.96.36.199
White, N., Garner, I., & Rumbold, J. (2022). Design of a functionally equivalent mental simulation protocol for learning cardiac arrest skills [Abstract only]. International Journal of Healthcare Simulation, 2 (S1), A28-A29. http://doi.org/10.54531/JODG4926
White, N., Rumbold, J., & Garner, I. (2022). A study into the perceptions of pre-registration nurses’ use of mental simulation for learning cardiac arrest skills [Abstract only]. International Journal of Healthcare Simulation, 2 (S1), A24-A25. http://doi.org/10.54531/DVYN3727
Taylor, C., Harris-Evans, J., Garner, I., Fitzgerald, D., & Madriaga, M. (2018). Measurement imperatives and their impact: Academic staff narratives on riding the metric tide. In Equality and differentiation in marketised higher education: A new level playing field?. (pp. 171-194). Palgrave Macmillan: http://doi.org/10.1007/978-3-319-78313-0
Theses / Dissertations
Al-Ali, O.E. (2011). Police selection via psychological testing : A United Arab Emirates study. (Doctoral thesis). Supervised by Garner, I., & Magadley, W.
Moore, D.J. (2010). The social cognition and attentional preferences of autistic adults. (Doctoral thesis). Supervised by Reidy, L., Francis, J., & Garner, I.
Beardon, L. (2008). Asperger Syndrome and perceived offending conduct: a qualitative study. (Doctoral thesis). Supervised by Garner, I., & Senior, P.
I carry out consultancy and am a member of the British Psychological Society.
I'm an academic representative on the University Strategic Marketing Development Group, and a chief academic for university graduation ceremonies. I also help manage the recruitment of students who declare criminal convictions.
Iain's research interests include eyewitness testimony and applied forensic psychology. He is part of the Psychology Research Group at the University.