Key details
Dr Kenisha Linton
Associate Professor of Management (Teaching and Scholarship)
Dr Kenisha Linton joined the University of Greenwich in the spring of 2016 and is currently an Associate Professor of Management in the School of Business, Operations, and Strategy. A Jamaican-born British academic, she completed her PhD in Management at Royal Holloway, University of London, where she also contributed to research and teaching in Organisation Studies. Before joining Greenwich, she held roles at several UK institutions, including Kaplan International College (London), Royal Holloway, and Kingston University (London), where she supported programmes in HRM, organisational behaviour, and business management.
Kenisha’s research focuses on equity, diversity, and inclusion (EDI) in organisations, with particular emphasis on gender, race, ethnicity, power, and social justice. She specialises in mixed-methods inquiry, applying triangulated approaches that combine qualitative research, survey analysis, institutional data analytics, and participatory EDI evaluation frameworks.
Her work has informed policy and practice across multiple sectors, including police services in England and Scotland, the National Health Service (NHS), the UK Civil Service, the Church of England, the British Council, UK schools, and universities. She has collaborated with academics, policy makers, and international partners in the UK, Caribbean, North America, and South Asia. Her more recent work focuses on awarding differentials, academic integrity, and inclusive curriculum design, supporting organisations to embed context-specific interventions rather than generic DEI solutions.
Kenisha has published on gender and race equity, organisational culture, leadership, and inclusion. Her reports include research commissioned for policing in England and Scotland, the Church of England, the British Council, and Higher Education Institutions (HEIs). She regularly contributes to national and sector debates on decolonisation, inclusive pedagogy, and racial equity in education, and has been recognised for her leadership in advancing inclusive curriculum approaches, including successful student success interventions to close awarding gaps.
She is Founder and Director of the Society of Caribbean Academics (SOCA), a new diaspora-led research and knowledge exchange network focused on strengthening collaboration and research visibility for Caribbean-heritage academics globally.
Kenisha is a Senior Fellow of Advance HE (SFHEA), an Academic Member of the Chartered Institute for Personnel and Development (CIPD), a member of the European Academy of Management (EURAM), a Certified Management & Business Educator (CMBE), and a Fellow of the Institute for Equity University Centre. She also sits on the EDI Committee of the Chartered Association of Business Schools (CABS).
Awards
2025 – Inclusion Champion Award – Student-Led Learning & Teaching Award, Greenwich Students Union (GSU), University of Greenwich, London
2025 – Outstanding Team of the Year Award (GBS Faculty Awarding Gap Working Group), University of Greenwich Staff Awards
2024 – Working Together Award, University of Greenwich Staff Awards
2024 – The Officers’ Champions Award – Student-Led Learning & Teaching Award, Greenwich Students Union (GSU)
2023 – Making A Difference Award, University of Greenwich Staff Awards
2021– Student-Led Learning & Teaching Award – University of Greenwich, London
2019 – Student-Led Learning & Teaching Award (finalist) – University of Greenwich, London
2018 – Student-Led Learning & Teaching Award (shortlisted) – University of Greenwich, London
2017 – Student-Led Learning & Teaching Award (shortlisted) – University of Greenwich, London
2015 – Student-Led Learning & Teaching Award (finalist) - Kingston University, London
2007 – International Research Scholarship – University of London
Recognition
- EDI Committee Member, Chartered Association of Business Schools (CABS)
- Fellow, Institute for Equity University Centre
- Academic MCIPD, Chartered Institute for Personnel and Development
- Senior Fellow, Higher Education Academy (SFHEA)
- Certified Management & Business Educator (CMBE)
- Visiting Fellow, Queen Margaret University, Scotland
- Editorial Board - Equity in Education & Society, SAGE Publications Inc.
- Guest Editor - Educational Management Administration & Leadership (EMAL) Journal, Special Issue on Race & Educational Leadership, June 2021.
- Member, European Academy of Management (EURAM)
- Affiliate Member, Chartered Management Institute (CMI)
- The British Academy of Management (BAM) – Ordinary Member
- Member, European Group for Organisational Studies (EGOS)
- International Member, The Association to Advance Collegiate Schools of Business (AACSB)
Research / Scholarly interests
Kenisha’s research examines how gender, race, ethnicity, and power shape organisational experiences, culture, and outcomes in complex institutional systems. Her work investigates the experiences of women and minoritised ethnic employees in contexts such as the police service, NHS, education, the UK Civil Service, and faith-based organisations. She promotes a context-based and institution-specific approach to understanding and managing equity, diversity, and inclusion (EDI) at work, moving beyond generic, one-size-fits-all interventions.
Kenisha also conducts research on the experiences and outcomes of minoritised ethnic students and staff in UK higher education institutions, with a particular focus on awarding differentials, academic integrity, inclusive curriculum design, and institutional culture-change. She is involved in multi-institutional and cross-sector collaborative research in the areas of human resource management, gender and race equity, anti-racism, participatory evaluation, and cross-cultural management.
Her current scholarly work aims to co-create, test, and embed context-aligned equity tools that can improve equity outcomes, inform leadership practice, and support long-term system-level change across the education sector and wider public services.
Keywords: race equity; gender equity; organisational culture; awarding differentials; inclusive curriculum; academic integrity; decolonisation; anti-racism; mixed-methods; participatory EDI evaluation.
Key funded projects
2025
Project title: EDI module for Agent and Counsellor Training and Engagement Platform, British Council. PI (with Prof. Paul Miller and Dr Leroi Henry).
2024
Project title: Bridging the Gender Gap in Healthcare: Addressing disparities in career progression and aspirations among women in healthcare professions in Bangladesh. British Council, Going Global Partnerships. CI (with Fatima Nayan, Ruth Ballardie and Dr Leroi Henry).
Project title: Evaluation Framework of Leadership Programmes in the London Metropolitan Police Service. Co-I (with Prof. Paul Miller and Dr Leroi Henry).
Project title: Implementing Anti-Racism in the Context of Policing: A Systematic Review. Police Scotland and Scottish Institute for Police Research (SIPR). Co-I (with Prof. Zoe Morrison, Prof. Paul Miller and Dr Myrtle Emmanuel).
Project title: The participation of minority ethnic people in the ministry and leadership of the Church of England. Racial Justice Commission, Church of England. Miller and Dr Leroi Henry).
2023
Project title: Development of questionnaires and review of associated data on EDI training evaluation for Merseyside Police and the Anthony Walker Foundation. Co-I (with Prof Paul Miller and Dr Leroi Henry).
2022
Project title: EDI & Anti-racism Culture Review, Queen Margaret University, Scotland. Co-I (with Professor Paul Miller and Dr Leroi Henry).
2021
Project title: On the frontline – low-paid workers in health and social care during Covid-19. Research for the Equality and Human Rights Commission. Co-I (with Professor Sian Moore, Dr Leroi Henry and Dr Nigel Carter).
Project title: A review of equality and diversity within the University’s recruitment and selection, promotion and disciplinary processes at Manchester Metropolitan University. Co-I (with Professor Paul Miller and Dr Leroi Henry).
2020
Project title: Minority ethnic staff representation and experiences in the British Council. Co-I (with Professor Paul Miller and Dr Leroi Henry).
2019
Project title: Tracking the impact of the Inclusive Curriculum Framework (ICF) on student success, PI (with Dr Leroi Henry). Funded by the University of Greenwich.
2017
Project title: A national study on senior women in policing (UK). Results presented at the Senior Women in Policing Conference (Brighton, November 22, 2017). Co-I (with Prof. Jennifer Brown (LSE), Prof. Jenny Fleming (Southampton), and Dr Marisa Silvestri (Kent)).
Recent publications
Peer-Reviewed Publications:
Maylor U, Roberts L, Linton K, Arday J. (2021) Race and educational leadership: The influence of research methods and critical theorising in understanding representation, roles and ethnic disparities. Educational Management Administration & Leadership, 49(4):553-564. https://doi.org/10.1177/17411432211022770
Brown, J.; Fleming, F.; Silvestri, M.; Linton, K.; and Gousetti, I. (2018) Implications of police occupational culture in discriminatory experiences of senior women in police forces in England and Wales, Policing and Society: VOL. 29, NO. 2, 121–136. https://doi.org/10.1080/10439463.2018.1540618
Wolfram, H.; Linton, K.; McDuff, N. (2018) Ethnic harassment, ethnic identity centrality, and well-being. Journal of Racial and Ethnic Health Disparities, Volume 5, Issue 5, pp 1118–1130. https://doi.org/10.1007/s40615-018-0461-6
Linton, K.T. (2014) ‘Perspectives on workforce diversity: a context-based approach to understanding diversity and equality in the police service’. Thesis (PhD) Royal Holloway, University of London. https://pure.royalholloway.ac.uk/ws/portalfiles/portal/20155711/2014LintonKTPhD.pdf.pdf
Blog:
Carden, R.; Everett, S.; Linton, K. (2023) Decolonisation and Diversification of the Curriculum in UK Business Schools, Chartered Association of Business Schools.
Research Reports:
Emmanuel, M.; Linton-Williams, K., Miller, P.; Morrison, Z. (2025). Implementing Anti-Racism in the Context of Policing: A Systematic Review. Police Scotland and Scottish Institute for Policing Research (SIPR). Available at: https://www.sipr.ac.uk/wp-content/uploads/2025/04/Final-RRF-Anti-Racism-Report-with-Technical.pdf
Miller, P.; Linton, K.; Henry, L.; Mapfumo, E. (2024) ‘Behind the Stained-Glass: A Report on the Participation of UK Minoritised Ethnic People in the Ministry and Leadership of the Church of England’. Available at: https://www.churchofengland.org/sites/default/files/2024-11/behind-the-stained-glass.pdf
Henry, L.; Linton, K.; and Miller, P. (2024) ‘A review of the impact of inclusion training in Merseyside Police’. Merseyside Police and the Anthony Walker Foundation. Unpublished report.
Miller, P.; Henry, L.; Linton, K. (2024). An evaluation report on the Metropolitan Police Service’s front-line leadership programme. The Metropolitan Police Service. Unpublished report.
Miller, P.; Henry, L.; Linton, K. (2024) A theory of change for the Metropolitan Police Service’s front-line leadership programme. The Metropolitan Police Service. Unpublished report.
Miller, P.; Linton, K.; Henry, L. (2023) ‘EDI Culture Review: A Report on EDI at Queen Margaret University, Scotland. Available at: https://www.qmu.ac.uk/media/dgrledzp/edi-culture-review-report-2023.pdf
Henry, L., Linton, K., Carter, N., and Moore, S. (2022). On the frontline - Low-paid workers in health and social care during COVID-19. Research report for the Equality and Human Rights Commission. Manchester: Equality and Human Rights Commission.
Miller, P.; Linton, K.; Henry, L. (2021) ‘A review of equality and diversity within the University’s recruitment and selection, promotion and disciplinary processes’. Unpublished report for Manchester Metropolitan University.
Miller, P.; Linton, K.; Henry, L.; and Sriskantharajah, J. (2020) ‘Minority ethnic staff representation and the experiences in the Cultural Engagement SBU at the British Council’. Unpublished report for the British Council.
Presentations
- Linton, K. and Henry, L. (2022) ‘Inclusive assessment: meeting the needs of a diverse student population through embedded assessment support and accessible feedback’. Equality, Diversity and Inclusion International Conference, University of Cape Town, South Africa.
- Linton, K. and Petrov, G. (2021) ‘Leadership challenges in closing the BAME awarding gap in UK universities’. In: 13th-14th Equality, Diversity and Inclusion International Conference, 12 -14 July 2021, IOP, University of Bern, Switzerland.
- Linton, K. (2018) ‘The dual perspective on workforce diversity: contextual mediators and implications for police work’. In: European Academy of Management, 19-22 June 2018, Reykjavik, Iceland.
- Linton, K.; McDuff, N. and Wolfram, H. (2018) ‘The ethnicity attainment gap in higher education: from neutrality to deficiency to institutional action', Equality, Diversity and Inclusion Conference, 16-18 August 2018, Université de Montréal, Canada.
- Linton, K. (2017) Understanding the dual perspectives on workforce diversity in a British police service. In: Academy of Management Meeting, August 2017, Atlanta, Georgia.
- Linton, K. (2017) Perspectives on gender inclusion at work: case of a British police service. In: Critical Management Studies Conference July 2017, Liverpool UK.
- Linton, K. (2015) Perspectives on Workforce Diversity: A Context-Based Approach to Understanding Diversity and Equality in the Police Service. In: Global Equality and Diversity in Business: Experiencing Diversity in the Workplace, 25 November 2015, Canary Wharf, London.
- Linton, K.; McDuff, N. and Wolfram, H. (2014) Barriers and challenges faced by BME student and staff in higher education: implications for equality. In: 5th Annual Faculty Conference, Business and Law, 9-10 June 2014, Kingston University, London.