Staff Directory

Stephen Leadbetter is a Lecturer in Graphic Communication at the University of South Wales. 

Since graduating from the University of South Wales in 2019, I have continued to focus on human centred design to create meaningful experiences through problem solving. I have worked for a variety of different design agencies and creative teams across the UK, including PixelHaze, Netflix and Rantmedia. Working on diverse range of projects over the years has allowed me to develop an extensive portfolio focused primarily on my specialist areas; UX/UI design and Motion Graphics.

Whilst working at Rantmedia (alongside lecturing), I have been lead UX designer on large number of projects for brands including Stone Group (Stone 360 App), Allianz and Screen Alliance Wales. The Stone 360 app winning Best Design/UX at the UK app awards 2020, and, App of the Year at the Global Biz Tech awards 2021. Day-to-day, I continue to utilise design thinking practices by working closely with clients, designers, developers and users to prototype, user test and deliver innovative design solutions.

Moving into design education allows me to share my industry knowledge within UX/UI design, as well as teach the many principles of Visual Communication and Graphic Design on the BA Graphic Communication course. 

My time at USW allows me to continually practice human centred design and deliver a plethora of design thinking workshops across a variety of modules - including modules in UX Design, Branding, Typography, Global Design Competitions and Year 3’s Final Major Project.

I have a keen interest in teaching students the creative toolkits they need to succeed in their degree and beyond, including core skills in design research methodologies, idea generation techniques, the development process and relevant software.

I believe in creating a teaching environment that underpins a students ability to think critically and work collaboratively. I am eager to support students in recognising the value of putting their work into context and taking an independent stance on their learning and progression.

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