Dr Martyn Quigley

Senior Lecturer

Psychology

+44 (0) 1792 295278

m.c.quigley@abertawe.ac.uk

203
Ail lawr
Y Sefydliad Gwyddor Bywyd 2
Campws Singleton

Ar gael ar gyfer Goruchwyliaeth Ôl-raddedig

Sylwebydd y Cyfryngau

Dolenni Ymchwil

https://orcid.org/0000-0003-4342-1369

Google Scholar

Scopus

Trosolwg

Uwch-ddarlithydd yn yr Ysgol Seicoleg ym Mhrifysgol Abertawe yw Martyn Quigley. Cyn hyn, bu Martyn yn gweithio ym Mhrifysgol Nottingham lle ymgymerodd hefyd â PhD mewn Seicoleg a ariannwyd gan yr ESRC gyda'r Athro Mark Haselgrove. Cyn y PhD, bu Martyn yn gweithio gyda'r Cyngor Ymchwil Economaidd a Chymdeithasol (ESRC).

Mae gwaith ymchwil Martyn wedi canolbwyntio'n bennaf ar ffactorau sy'n dylanwadu ar ddysgu ac ymddygiad a sut gall y rhain gael eu hesbonio drwy ddamcaniaethau cysylltiadol dysgu. Mae ganddo ddiddordeb mewn ymchwil ddamcaniaethol a chymhwysol ac mae wedi archwilio effaith ffactorau megis sylw, osgoi, pryder a sgitsoteipi ar ddysgu ac ymddygiad.

Mae Martyn yn Gymrawd o’r Academi Addysg Uwch ac mae ganddo ddiddordeb ymchwil mewn addysgeg addysg uwch gan gynnwys cyfranogiad myfyrwyr, cyflogadwyedd a lles, gyda ffocws penodol ar sut mae gwahaniaethau unigol, megis nodweddion personoliaeth, yn gallu esbonio amrywiad ym mhrofiadau addysg uwch myfyrwyr.

Meysydd Arbenigedd

Dysgu ac Ymddygiad
Dysgu cysylltiadol
Dysgu osgoi
Cyflyru yn erbyn ofn
Addysgeg Addysg Uwch
Nodweddion personoliaethau
Lles Myfyrwyr
Cyflogadwyedd myfyrwyr

Cyhoeddiadau

Uchafbwyntiau Ymchwil

Dymond, S. & Quigley, M. (2026). Respondent (Pavlovian) Extinction. Reference Module in Neuroscience and Biobehavioral Psychology Elsevier
https://doi.org/10.1016/b978-0-443-29009-1.00016-0, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa72137
McGarrigle, J., Smith, J., Griffiths, J., Torrance, J., Quigley, M., & Dymond, S. (2026). Dark patterns in online gambling: A scoping review and classification of deceptive design practices. Journal of Behavioral Addictions, 15(1), 99-114.
https://doi.org/10.1556/2006.2025.00096, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa71152
Torrance, J., Wright, S., Newall, P., Crawford, T., Quigley, M., & Dymond, S. (2026). (Mis)Comprehension and (Mistaken) Attractiveness of Financial Gambling Inducements among UK Bettors. Journal of Gambling Studies, 0
https://doi.org/10.1007/s10899-026-10491-6, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa71678
Torrance, J., Quigley, M., Heath, C., Cousins, A., Dighton, G., Wright, S., Dymond, S., Newall, P., Torrance, J., Quigley, M., Heath, C., Cousins, A., Dighton, G., Wright, S., & Dymond, S. (2026). Relapse in disordered gambling: a systematic review from a biopsychosocial perspective. Addiction Research & Theory, 0, 1-25.
https://doi.org/10.1080/16066359.2026.2665613, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa71867
McGarrigle, J., Torrance, J., Quigley, M., & Dymond, S. (2026). Online prize draws and competitions: Gambling products outside the United Kingdom regulatory framework. Addiction, 0
https://doi.org/10.1111/add.70507, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa72058

Holl Ymchwil

Erthyglau Cylchgronau

Quigley, M., Kamenova, Z., Blackmore, M., Dymond, S., & Bradley, A. (2026). Intolerance of uncertainty and its impact on university students’ confidence, awareness and experience with employer selection tests. Journal of Further and Higher Education, 0, 1-16.
https://doi.org/10.1080/0309877x.2026.2703079, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa72263
Wright, S., Quigley, M., & Dymond, S. (2026). Evaluating the Efficacy of Electronic Screening, Brief Intervention, and Referral to Treatment (e‐SBIRT) for Gambling: An Online Pilot Randomised Trial. Journal of Clinical Psychology, 0
https://doi.org/10.1002/jclp.70188, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa72238
McGarrigle, J., Torrance, J., Quigley, M., & Dymond, S. (2026). Online prize draws and competitions: Gambling products outside the United Kingdom regulatory framework. Addiction, 0
https://doi.org/10.1111/add.70507, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa72058
Torrance, J., Quigley, M., Heath, C., Cousins, A., Dighton, G., Wright, S., Dymond, S., Newall, P., Torrance, J., Quigley, M., Heath, C., Cousins, A., Dighton, G., Wright, S., & Dymond, S. (2026). Relapse in disordered gambling: a systematic review from a biopsychosocial perspective. Addiction Research & Theory, 0, 1-25.
https://doi.org/10.1080/16066359.2026.2665613, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa71867
Quigley, M., Dymond, S., Kiely, K., Bradley, A., & Haselgrove, M. (2026). Attribute Conditioning is insensitive to cue competition and is not predicted by the Big Five Personality Traits. Personality and Social Psychology Bulletin, 52(5), 1314-1326.
https://doi.org/10.1177/01461672241308921, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa68513
McGarrigle, J., Smith, J., Griffiths, J., Torrance, J., Quigley, M., & Dymond, S. (2026). Dark patterns in online gambling: A scoping review and classification of deceptive design practices. Journal of Behavioral Addictions, 15(1), 99-114.
https://doi.org/10.1556/2006.2025.00096, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa71152
Torrance, J., Wright, S., Newall, P., Crawford, T., Quigley, M., & Dymond, S. (2026). (Mis)Comprehension and (Mistaken) Attractiveness of Financial Gambling Inducements among UK Bettors. Journal of Gambling Studies, 0
https://doi.org/10.1007/s10899-026-10491-6, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa71678
Dighton, G., Whiteford, S., Quigley, M., & Dymond, S. (2026). Anxiety and Distress Tolerance as Mediators between Complex Posttraumatic Stress Disorder Symptoms and Gambling Severity in Veterans. Journal of Gambling Studies, 42(1), 425-438.
https://doi.org/10.1007/s10899-025-10449-0, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa70772
Wright, S., Smith, J., Dighton, G., Quigley, M., & Dymond, S. (2025). Electronic Screening, Brief Intervention, and Referral to Treatment (e-SBIRT) for Gambling Harm: A Mixed-methods Acceptability Study. Journal of Gambling Studies, 41(4), 1583-1596.
https://doi.org/10.1007/s10899-025-10424-9, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa70217
Dymond, S., xia, W., Zuj, D., & Quigley, M. (2025). Between Scylla and Charybdis: Fixed-Ratio Avoidance Response Effort and Unavoidable Shock Extinction in Humans. Behavioural Brain Research, 477, 115299
https://doi.org/10.1016/j.bbr.2024.115299, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa68028
Boldrin, L., Quigley, M., & Dymond, S. (2025). Symbolic or Derived Generalization of Fear and Avoidance in Humans: A Systematic Review. Journal of Contextual Behavioral Science, 35, 100869
https://doi.org/10.1016/j.jcbs.2024.100869, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa68651
Zuj, D., Cameron, G., Quigley, M., & Dymond, S. (2024). Renewal of threat expectancy in an online contextual avoidance paradigm. Learning and Motivation, 88, 102044
https://doi.org/10.1016/j.lmot.2024.102044, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa67465
Dymond, S., Cuddihy, G., Zuj, D., & Quigley, M. (2024). Far from the threatening crowd: Generalisation of conditioned threat expectancy and fear in COVID-19 lockdown. Learning & Behavior, 52(3), 262-271.
https://doi.org/10.3758/s13420-024-00625-4, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa65538
Quigley, M. & Whitt, E. (2024). Perfect Assessment and Feedback in Psychology: Students’ Perspectives. Practitioner Research in Higher Education, 0
SU Repository: https://cronfa.swan.ac.uk/Record/cronfa67464
https://ojs.cumbria.ac.uk/index.php/prhe/article/view/771
Playfoot, D., Quigley, M., & Thomas, A. (2024). Hey ChatGPT, give me a title for a paper about degree apathy and student use of AI for assignment writing. The Internet and Higher Education, 62, 100950
https://doi.org/10.1016/j.iheduc.2024.100950, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa63962
Quigley, M., Smith, C., STOCKER, E., & Bradley, A. (2024). University students' perceptions of graduate employer selection tests. Education + Training, 66(1), 1-16.
https://doi.org/10.1108/et-05-2022-0188, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa65129
Whiteford, S., Quigley, M., Dighton, G., Wood, K., Kitchiner, N., Armour, C., & Dymond, S. (2024). Anxiety, distress tolerance, and the relationship between complex posttraumatic stress disorder symptoms and alcohol use in veterans. Journal of Clinical Psychology, 80(1), 158-169.
https://doi.org/10.1002/jclp.23604, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa64796
Quigley, M., Bradley, A., & Haselgrove, M. (2023). Schizotypy dimensions do not predict overshadowing. Behavioural Brain Research, 453, 114631
https://doi.org/10.1016/j.bbr.2023.114631, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa64079
http://dx.doi.org/10.1016/j.bbr.2023.114631
Quigley, M. & Haselgrove, M. (2023). Overshadowing, but not relative validity, between the elements of an outcome during human associative learning. Neurobiology of Learning and Memory, 203, 107790
https://doi.org/10.1016/j.nlm.2023.107790, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa63683
http://dx.doi.org/10.1016/j.nlm.2023.107790
Quigley, M., Whiteford, S., Cuddihy, G., Zuj, D., & Dymond, S. (2023). Longitudinal assessment of COVID-19 fear and psychological wellbeing in the United Kingdom. Journal of Health Psychology, 28(8), 726-738.
https://doi.org/10.1177/13591053221134848, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa61671
Bradley, A. & Quigley, M. (2023). Governments harnessing the power of data to get ‘value for money’: a simulation study of England’s Office for Students B3 Proceed Metric. Studies in Higher Education, 1-14.
https://doi.org/10.1080/03075079.2023.2196292, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa63079
http://dx.doi.org/10.1080/03075079.2023.2196292
Cuddihy, G., Quigley, M., Zuj, D., & Dymond, S. (2023). Online counterconditioning with COVID-19-relevant stimuli in lockdown: Impact on threat expectancy, fear, and persistent avoidance. Journal of Behavior Therapy and Experimental Psychiatry, 78, 101801
https://doi.org/10.1016/j.jbtep.2022.101801, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa61772
Quigley, M., Bradley, A., Playfoot, D., & Harrad, R. (2022). Personality traits and stress perception as predictors of students' online engagement during the COVID-19 pandemic. Personality and Individual Differences, 194, 111645
https://doi.org/10.1016/j.paid.2022.111645, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa59782
Cuddihy, G., Zuj, D., Dymond, S., & Quigley, M. (2022). Remote, online assessment of avoidance learning. Learning and Motivation, 78, 101805
https://doi.org/10.1016/j.lmot.2022.101805, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa59787
Bradley, A., Priego-Hernández, J., & Quigley, M. (2021). Evaluating the efficacy of embedding employability into a second-year undergraduate module. Studies in Higher Education, 47(11), 1-13.
https://doi.org/10.1080/03075079.2021.2020748, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa59056
Quigley, M. & Haselgrove, M. (2020). Interactions between the elements of an outcome in human associative learning.. Journal of Experimental Psychology: Animal Learning and Cognition, 46(3), 297-313.
https://doi.org/10.1037/xan0000248, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa54549
Bradley, A., Beevers-Cowling, F., Norton, C., Hill, C., Pelopida, B., & Quigley, M. (2020). Falling at the first hurdle: undergraduate students’ readiness to navigate the graduate recruitment process. Studies in Higher Education, 46(9), 1827-1838.
https://doi.org/10.1080/03075079.2019.1709164, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa53168
Reed, P. & Quigley, M. (2019). Over-selectivity decreases with increased training: A role for within-compound associations. Acta Psychologica, 198, 102868
https://doi.org/10.1016/j.actpsy.2019.102868, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa50926
Bradley, A., Quigley, M., & Bailey, K. (2019). How well are students engaging with the careers services at university?. Studies in Higher Education, 1-14.
https://doi.org/10.1080/03075079.2019.1647416, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa51731
http://dx.doi.org/10.1080/03075079.2019.1647416
Quigley, M., Eatherington, C., & Haselgrove, M. (2019). Learned changes in outcome associability. Quarterly Journal of Experimental Psychology, 72(2), 209-221.
https://doi.org/10.1080/17470218.2017.1344258, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa51734
Quigley, M. & Reed, P. (2017). Over-selective Responding in a Diagnostic Judgment Task. Applied Cognitive Psychology, 31(5), 558-564.
https://doi.org/10.1002/acp.3341, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa38867

Penodau Llyfrau

Dymond, S. & Quigley, M. (2026). Respondent (Pavlovian) Extinction. Reference Module in Neuroscience and Biobehavioral Psychology Elsevier
https://doi.org/10.1016/b978-0-443-29009-1.00016-0, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa72137

Goruchwyliaeth

Electronic screening, brief intervention and referral to treatment (e-SBIRT) for gambling. (cyfredol)

PhD

Goruchwyliwr arall: Prof Simon Dymond

Modiwlau a Addysgir

PPS223 FMHLS Placement Preparation and Skill Development for Year in Industry / Year in Applied Practice

The Faculty of Medicine, Health and Life Science (FMHLS) Placement Preparation and Skill Development for Year in Industry / Year in Applied Practice is a non-credit bearing module designed to prepare students for Year in Industry/Year in Applied Practice. This module provides a collaborative and innovative framework of learning and support to students in securing and thriving in industrial placements/ applied practices opportunities and future career aspirations. It covers the core elements of the recruitment process - including job search strategies, networking, CV writing, and interview skills - while offering access to targeted live vacancies through Swansea University¿s business engagement initiatives. In addition to practical guidance, the module emphasises personal and professional development helping students understand their journey in relation to the development of personal/ professional attributes and discipline-specific skills. Through reflective practice and critical thinking, students will be equipped independently to monitor their progress, apply their learning effectively, and maximise both their placement experience and future career aspirations.
PS-D01 Research Project

The research module will involve constructing and executing a substantial research project, usually conducted in connection with a topic / theme relevant to the overall masters programme. Capitalising the on the links between the course and local services, there may be opportunities to conduct research within partner organisations (e.g. NHS trusts, mental health charities, forensic units) as well as undertaking research based on topics generated by academics based within the department of psychology. We also encourage students who come to the program with connections as a consequence of previous professional experience, to undertake projects that are linked to interests they have already established. For students on BPS accredited masters programmes, the dissertation will take the form of an empirical research project involving primary data collection and submission of an individual ethics proposal.
PSY101 Professional Development, Research Methods and Statistics in Psychology

This module supports you to build confidence as a psychology student by strengthening both your research skills and your professional development. You will develop practical experience in designing, analysing and reporting simple psychological studies, with a focus on academic writing, research methods and the appropriate use of basic statistical techniques. Alongside this, the module helps you identify and develop key employability skills valued in psychology and allied professions, such as data literacy, critical thinking and effective communication. Through guided activities and reflection, you will gain a clearer understanding of how your psychology degree prepares you for future study and employment, providing a strong foundation for later research and professional pathways.
PSY101C Datblygiad Proffesiynol, Dulliau Ymchwil ac Ystadegau mewn Seicoleg

This module supports you to build confidence as a psychology student by strengthening both your research skills and your professional development. You will develop practical experience in designing, analysing and reporting simple psychological studies, with a focus on academic writing, research methods and the appropriate use of basic statistical techniques. Alongside this, the module helps you identify and develop key employability skills valued in psychology and allied professions, such as data literacy, critical thinking and effective communication. Through guided activities and reflection, you will gain a clearer understanding of how your psychology degree prepares you for future study and employment, providing a strong foundation for later research and professional pathways.
PSY101I Professional Development and Applications of Statistics and Research Methods

In this module, students will conduct two research studies, which they will report in the form of two scientific papers. In addition, through weekly sessions with their personal tutor, students will begin to consider their professional development. In these sessions, students will complete activities that will allow them to pursue the Career Development Course (CDC) provided by the Swansea Employability Academy.
PSY102 Introduction to Cognitive and Clinical Psychology

This module provides a broad introduction to psychology for first-year undergraduates. It will focus on cognition and individual differences factors in behaviour while incorporating how other key perspectives in psychology compare and contrast in their accounts. Students will be introduced to key topics in cognitive psychology, as well as the cognitive neuropsychological/psychophysiological approaches that link mind/brain and environment. In addition, the module will examine how we define `atypical¿ behaviour, along with the explanations of such behaviour including learning theory, biology and genetics, and psychoanalytic explanations. This module lays the groundwork for more advanced study in psychology by providing a coherent framework for understanding how modern methodologies can be used to probe mental capabilities and discover facts about the way our brains receive, process and act upon information from different sensory modalities.
PSY114 Individual Differences and Clinical Psychology

This module examines (i) individual differences and (ii) clinical psychology , or psychopathology. Theoretical accounts for psychological constructs relevant to individual differences and clinical psychology will be examined along with the psychological research of measurement and assessment of psychological constructs. Historical approaches to the measurement of individual differences in psychology will be critically explored, alongside a evaluative discussion of the role of genes and environment in shaping psychological outcomes. Then focusing on clinical psychology the module will examine how we define `atypical¿ behaviour, along with the explanations of such behaviour. The symptoms of some of the principle disorders of behaviour will be delineated.
PSY239 Employability Skills and Year in Industry Preparation

Employability Skills and Year in Industry Preparation is a non-credit bearing module that is designed to prepare students for Year in Industry. This module will focus on the underpinning and fundamental requisites required to gain, enter and progress effectively through an industrial placement. The module will offer personal and practical support in the application of Year in Industry placement. TB1 ¿ This will comprise of 5 taught sessions that will allow students to recognise and develop employability skills; understand how to reflect and maximise the placement experience. TB2 ¿ Fortnightly one-to-one meetings with careers consultant for support and guidance in securing a placement, checking on the application progress and completing required Year in Industry paperwork and DBS checks (if required).
PSY336 Learning, Psychopathology and Gambling

This module provides an exploration of how behaviour is learned and reinforced according to the principles of learning theory and conditioning. The module will use real-world issues to demonstrate these principles drawing on research expertise in the School, for example the development of anxiety disorders (e.g., phobias) and other psychopathologies (e.g., Schizophrenia). A key component of this module will involve relating these principles to the development of gambling-related harm.
PSY336I Learning, Psychopathology and Gambling (IST)

This module provides an exploration of how behaviour is learned and reinforced according to the principles of learning theory and conditioning. The module will use real-world issues to demonstrate these principles drawing on research expertise in the School, for example the development of anxiety disorders (e.g., phobias) and other psychopathologies (e.g., Schizophrenia). A key component of this module will involve relating these principles to the development of gambling-related harm.
PSYX00 Year in Industry

This Year in Industry work placement learning programme is specifically designed for students to enhance employability. The placements are embedded within the undergraduate programmes at the Faculty of Medicine, Health and Life Science and are created to equip students with new skills and experience through industry work experience. The placement can be carried out in the UK or anywhere in the world. All placements must be a minimum of 40 weeks and students are expected to work a full working week with a minimum of 30 hours. Placements can begin from June, upon completion of exams. Please note that if you have any supplementary exams, it is your responsibility to inform your employer and book annual leave in order to attend any resits, which will take place in August. The deadline for students to inform us that they have secured a placement is the 31st August. Please note: For students transferring onto a BSc (hons) psychology programme - we recommend that you proactively contact your student finance loan company to keep them up to date on whether you are going to be completing a 3-year degree or a 4-year degree with a year in industry. If you have not confirmed a year in industry by the 31st of August deadline you will be removed from the Year in Industry and will transfer to the BSc (Hons) Psychology single hons programme without the Year in Industry. Students MUST have their placement confirmed and approved by the Employability team to be able to proceed. The title of the internship `with a Year in Industry¿ reflects the nature of the placement year, with students supported to secure placements that will have associated benefits for future career paths and employment. Such placements will give students greater insight into the opportunities available to them and provide first-hand experience.

Grantiau a Phrosiectau Allweddol

Evaluating the impact of the Career Development Course on students’ employabilit 2022 - 2023

Mae'r prosiect hwn yn cael ei gynnal mewn cydweithrediad â Zdravka Kamenova, £1000
Leaving Lockdown and living with COVID-19 funded by HEFCW as part of the Higher Education Investment and Recovery (HEIR) 2021 - 2021 2020 - 2021

, with Professor Simon Dymond; Dr Daniel Zuj, £65,000
Leaving lockdown and living with COVID-19 funded by Welsh Government Office for Science (Sêr Cymru Tackling Covid-19) 2020 - 2021

, with Professor Simon Dymond (Co-PI); Dr Daniel Zuj (Co-PI) , £65,000

Dr Martyn Quigley

Rhif ffôn

Cyfeiriad ebost

LinkedIn Account

Dolenni Ymchwil

Trosolwg

Meysydd Arbenigedd

Cyhoeddiadau

Uchafbwyntiau Ymchwil

Holl Ymchwil

Erthyglau Cylchgronau

Penodau Llyfrau

Goruchwyliaeth

Electronic screening, brief intervention and referral to treatment (e-SBIRT) for gambling. (cyfredol)

Modiwlau a Addysgir

PPS223 FMHLS Placement Preparation and Skill Development for Year in Industry / Year in Applied Practice

PS-D01 Research Project

PSY101 Professional Development, Research Methods and Statistics in Psychology

PSY101C Datblygiad Proffesiynol, Dulliau Ymchwil ac Ystadegau mewn Seicoleg

PSY101I Professional Development and Applications of Statistics and Research Methods

PSY102 Introduction to Cognitive and Clinical Psychology

PSY114 Individual Differences and Clinical Psychology

PSY239 Employability Skills and Year in Industry Preparation

PSY336 Learning, Psychopathology and Gambling

PSY336I Learning, Psychopathology and Gambling (IST)

PSYX00 Year in Industry

Grantiau a Phrosiectau Allweddol

Evaluating the impact of the Career Development Course on students’ employabilit 2022 - 2023

Leaving Lockdown and living with COVID-19 funded by HEFCW as part of the Higher Education Investment and Recovery (HEIR) 2021 - 2021 2020 - 2021

Leaving lockdown and living with COVID-19 funded by Welsh Government Office for Science (Sêr Cymru Tackling Covid-19) 2020 - 2021