Dr Ronald Dyer
Programme Director of TUoS EMBA
Senior University Teacher at the University of Sheffield Management School
+44 114 215 7179
Full contact details
Sheffield University Management School
Ronald Dyer is Programme Director for Sheffield University Management School Executive Masters in Business Administration (EMBA).
He possesses over 20 years of project management experience across financial service, education, agriculture and energy focused organisational transformation initiatives.
He has worked on several large IT integration projects at Goldman Sachs, Citi-Bank and the Inter-American Development Bank.
Dr. Dyer is a graduate of Grenoble Ecole de Management, France, where he attained a Doctorate in Business Administration, holds an MBA in Project Management from - Henley Graduate School of Business University of Reading, UK as well as undergraduate degree from Wilfrid Laurier University, Canada in Business Administration.
- Research interests
Research focuses on utilization of game-based-learning, data visualization and artificial intelligence - technology assets (i.e. artefacts) for improved decision-making and problem-solving within organization.
The research is underpinned by ludus and paidia theory, presenting opportunities for innovative co-created solutions informing human performance improvement through game-play.
These tech-assets/artefacts incorporate AI and analytics leveraging play typologies to identify user approaches to adoption and optimization of operational capabilities, improved synthesis of information, contextualization of opportunities, problems-analysis, scenario development and organizational performance.
The research specifically examines the role of these tech-artefacts play in areas such as (but limited too):
- Project Performance and Lesson Learnt
- Risk Maturity (Enterprise) Evolution
- ICT Capability and Capacity Readiness
- Emerging Technology Adoption &
- Technology-enabled Learning Innovation in Management Education
- Towards a comprehensive methodology for applying enterprise gamification. Decision Science Letters, 10(3), 277-290. View this article in WRRO
- A collaborative decision support system framework for vertical farming business developments. International Journal of Decision Support System Technology, 13(1), 34-66.
- Cultural sense-making integration into risk mitigation strategies towards megaproject success. International Journal of Project Management, 35(7), 1338-1349. View this article in WRRO
- Exploring ad-hoc portfolio management: Does it work, and is it the flexibility that supports project portfolio management?. Procedia Computer Science, 121, 345-355. View this article in WRRO
- Integrating serious games into the engineering curriculum - a game-based learning approach to power systems analysis. International Journal of Computational Vision and Robotics, 6(3), 276-276.
- Exploring the Relevancy of Massive Open Online Courses (MOOCs). Information Resources Management Journal, 27(2), 61-77.
- Gamified Emissions through the wisdom of crowds In Spanellis A & Harviainen T (Ed.), Transforming Society and Organizations through Gamification From the Sustainable Development Goals to Inclusive Workplaces Palgrave Macmillan.
- Gamified Emissions Through the Wisdom of Crowds, Transforming Society and Organizations through Gamification (pp. 129-150). Springer International Publishing
- A Conceptual Framework for Gamification Measurement, Gamification in Education and Business (pp. 47-66). Springer International Publishing
- Games in Higher Education: Opportunities, Expectations, and Challenges of Curriculum Integration In DeFreitas S & Ott M (Ed.), New Pedagogical Approaches in Game Enhanced Learning Curriculum Integration USA: IGI Global.
- Research group
Ronald is interested in supervising PhD's in the following subjects:
- Enterprise Risk Management
- Risk Assessment
- Strategic Risk Management Gamification
- AI & Decision-Making
- Project Risk Management
- Teaching interests
Each class represents a unique experience in teaching and learning not just from the perspective as a lecturer but also learning from students through expression of viewpoints, discourse and disagreement.
As such the use of technology is not a requirement but to focus on consistently challenging students to think critically, analyse multi-dimensionally and add value.
Technology is integral as an enabler of autonomous learning and verisimilitude especially when used supplementally to support translation of conceptual knowledge into procedural.