Dr Iain Garner PhD, MBA, PgCert

Dean of College, Social Science and Arts


As Dean of the College of Social Sciences and Arts, Iain provides senior leadership and the overall strategic direction for the college.


The college is constructed from four large academic institutes: Sheffield Institute of Law and Justice, Sheffield Institute of Education, Sheffield Institute of Social Sciences and Sheffield Creative Industries Institute.


Before this role, Iain was the Associate Dean for Business and Enterprise (2019-2022), Head of the Department for Education Childhood and Inclusion (2013-2019) and Director of International and Market Development (2010-2013). 


Iain has actively worked transnationally and with businesses building strong academic relationships and designing awards to work in various contexts. 


Iain’s academic background is in Psychology, and he built his academic career within the discipline, actively researching various applied psychology areas. At the same time, Iain designed and delivered awards from Foundation to Doctoral level, working with tens of thousands of students.


College of Social Sciences and Arts


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.


Journal articles

White, N., Garner, I., & Rumbold, J. (2024). Designing Effective Scripts and Resources to Support Simulated Practice, Using Basic Life Support as an Exemplar. Journal of Modern Nursing Practice and Research, 4 (2).

White, N., Rumbold, J., & Garner, I. (2024). Enhancing Cardiac Arrest Skills: Exploring Student Nurses’ Journey through Mental Simulation to Self-efficacy. Journal of Modern Nursing Practice and Research, 4 (2).

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.

Cashdan, A., & Garner, I. (2015). Psychology and religion [1]. 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.

Garner, I., Maltby, J., & Lord, J. (2001). Developing virtual support for students. Journal of Computer Assisted Learning, 17 (2), 217-218.

Garner, I. (2000). Problems and Inconsistencies with Kolb's Learning Styles. Educational Psychology, 20 (3), 341-348.

Maltby, J., Garner, I., Alan Lewis, C., & Day, L. (2000). Religious orientation and schizotypal traits. Personality and Individual Differences, 28 (1), 143-151.


Maltby, J., Macaskill, A., Day, L., & Garner, I. (1999). Social Interests and Eysenck's Personality Dimensions. Psychological Reports, 85 (1), 197-200.

Conference papers

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.

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.

Book chapters

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:

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.

Other activities

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.


My research interests include eyewitness testimony and applied forensic psychology. I am part of the Psychology Research Group at the University.

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