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Our programmes are available 'on campus' for those who wish to study full or part time in Bangor. Students can take our programmes as 1 year full time or part time over 2/3 years. The 'on campus' programmes share the same modules as the part-time / distance programmes, reflecting the forestry@Bangor ‘blended learning’ approach.

Students on the 1 year programme study two modules in every block - equivalent to full time study for 12 months.  Students on the 2 year programme study either one or two modules in each block, depending on their module choices.  This is equivalent to full time study in some blocks, and part-time study in other blocks, over 24 months. Students on the 3 year programme study one module at a time, which is part-time.  

Students can take our programmes as 1 year full time or part time over 2 or 3 years. Students on the 1 year programme study two modules in every block - equivalent to full time study for 12 months.  Students on the 2 year programme study either one or two modules in each block, depending on their module choices.  This is equivalent to full time study in some blocks, and part-time study in other blocks, over 24 months. Students on the 3 year programme study one module at a time, which is part-time.  

Distance learners are not required or expected to join any timetabled events ‘live’ but can do so if their circumstances allow / if they would like to. The exception to this is the compulsory residential element of the study tour module.

The distance learning programmes share the same modules as the on-campus programmes, reflecting the forestry@Bangor ‘blended learning’ approach.

As one of the most well-established distance learning programmes of its kind, our students and graduates have an increasingly high profile as the reputation of our programmes strengthen. We have been incredibly successful in helping our students either enter forestry and related professions, or gain promotion with their existing employers and / or deepen their areas of expertise. This is evidenced by the success many of our distance learning students and graduates have had in gaining exciting and challenging positions in forestry-related positions worldwide.

• Dr Bid Webb, Course Director and Personal Tutor for MSc Environmental Forestry and MSc Tropical Forestry and MSc Forestry
• Dr Eefke Mollee, Course Director and Personal Tutor for MSc Agroforestry and Food Security and MSc Forestry
• Professor John Healey MICFor
• Professor Andy Smith
• Professor Dave Chadwick
• Dr Mark Rayment
• Dr Ash Hardaker
• Dr Marielle Smith
• Dr Lars Markesteijn
• Dr Richard Dallison
• Dr Heli Gittins
• Dr Morwenna Spear
• Dr Tontho Uganja
• Dr Manuel Esperon-Rodriguez
• Dr Alec Dauncey MICFor - Honorary Lecturer in Forestry

Many other staff in the School of Environmental and Natural Sciences also contribute to the programmes, for example, with the supervision of dissertations or the provision of specific expertise. 

School of ENVIRONMENTAL AND Natural Sciences Staff
 

Programme Aims

In 2020, MSc Agroforestry & Food Security became the latest programme to join our distance learning provision. Although we have been running an Agroforestry MSc programme for full-time students for over 25 years, we are now in a position to offer this programme to students anywhere in the world.

Our agroforestry approach to food security aims to help meet human food needs from farming systems by taking an integrated view of the ecological, economic and social complexities of these systems. This course will help you gain the specialised education and interdisciplinary training required for a deep and practical understanding of agroforestry systems and their role in local and global food security.

Over the last 25 years, the course has attracted students from more than 30 countries and through our alumni and partners we have strong links with a wide variety of international, regional and national organisations in Africa, Asia, Europe and the Americas. Now with our distance learning provision, we hope to further build our international network and we look forward to you joining our graduates and helping us in our mission of improving natural resource management and food security throughout the world.

As with all our programmes, we hope that students will be able to join one of our study tours. For the MSc Agroforestry & Food Security programme most people will join either our Temperate Study Tour, or our Tropical (agro)Forestry Study Tour, depending on the nature of their funding and access to travel. The tours provide an opportunity to build on the friendships with fellow students and staff, to learn about new cultures, and to see the contribution of agroforestry systems and practices to people’s livelihoods and food security.

The MSc Agroforestry & Food Security programme is designed to provide students with an understanding of the sciences that underpin sustainable food production through agroforestry.

The programme is designed to be of specific interest to:

• Individuals seeking further academically based higher education in agroforestry and food security sciences
• Individuals seeking a career in scientific research related to sustainable food production systems, agroforestry, and food security, including those interested in pursuing doctoral research
• Individuals seeking a career in teaching, training, advising or consultancy role into sustainable food production systems and value chains
• Individuals seeking a career in sustainable food production.

Programme Modules

A list of individual modules, including overall aims, learning outcomes, assessments and the name of the module organiser can be found here.

Feel free to contact us if you have any questions about these various options. You will discuss and confirm your modules with the administrator before the course starts.

This programme has been running for more than 40 years and is designed to provide students with an understanding of the natural sciences that underpin sustainable forest management and conservation.

The programme is designed to be of specific interest to:

• Individuals seeking academically based education in forest sciences
• Individuals seeking a career in the conservation of trees, woodland and forests
• Individuals seeking a career in scientific research related to trees, woodlands and forests, including those who wish to pursue doctoral study
• Individuals working in a forest-related sector who wish to further their knowledge and expertise in order to develop their career

The overall aim of the programme is to provide an integrated education in environmental forest science, combining ecological, silvicultural and social dimensions of forest research, focussed on application to real world systems. Specific objectives are:

• To develop students' competence in the integration of knowledge and methods from the disciplines of ecology, soil science, forest assessment, silviculture and pathology to understand real world systems of sustainable forest management
• To develop students’ awareness of world forest resources, the ecosystem services that they deliver, how they are changing and related aspects of forest policy
• To equip students for a career in environmental forestry, research and related professions that require an ability to synthesise concepts and ideas and to take a holistic, system-based, view
• To develop students' intellectual, practical, numeracy, IT, interpersonal/teamwork, self management and professional development skills, in the context of forestry. 

Programme Modules

A list of individual modules, including overall aims, learning outcomes, assessments and the name of the module organiser can be found here.

Feel free to contact us if you have any questions about these various options. You will discuss and confirm your modules with the administrator before the course starts.

Programme Aims

This degree programme is designed to provide students with training in the management of forest resources, understanding of the scientific, academic and practical principles that underpin forest management and forest ecosystem function, and interrelationships between different stakeholders (users/beneficiaries of forested land) and associated land uses.

The overall aim of the programme is to provide an integrated education in forestry, combining ecological, economic and social dimensions of forest sciences, focussed on application to real world systems. Specific objectives are:

• To develop students' understanding of the biology, domestication and management of trees and the role of human interventions in forestry
• To develop students' competence in the integration of knowledge and methods from the disciplines of ecology, silviculture, mensuration and resource management to understand real world systems of sustainable forest management
• To provide flexible learning opportunities for those who have not previously had the chance to undertake higher education in forestry
• To develop students' intellectual skills, study skills and professional development skills, in a forestry-specific context
• To provide opportunities for career development for those already working in the forestry profession, and to increase career opportunities for those not in the profession

The programme is designed to be of specific interest to people who are seeking:

• an academically based education in forestry
• a career in the management of trees, woodlands and forest resources
• a career change, perhaps after working in a different sector such as law, medicine, technology, agriculture, etc.
• to further their knowledge and expertise in order to develop their career, having already gained work experience in forestry or a related profession.

Students benefit from being part of a diverse, inquisitive and motivated cohort and form new friendships as well as professional relationships. We have students who are professionals already employed in forestry related professions (public agencies, private forest management companies, third sector organisations and self-employed consultants), as well as career changers from a wide range of backgrounds (including finance, law, technical sales, graphic design, architecture, healthcare, etc). We also have some students who have retired and wish to study forestry simply out of curiosity and/or their need for a rigorous academic challenge.

Programme Modules

A list of individual modules, including overall aims, learning outcomes, assessments and the name of the module organiser can be found here.

Feel free to contact us if you have any questions about these various options. You will discuss and confirm your modules with the administrator before the course starts.

*ENS-4211 is currently only offered on-campus in Bangor and it runs over the whole of semester 1.

Year 1: 90 credits  

*ENS-4211 is currently only offered on-campus in Bangor and it runs over the whole of semester 1.

Year 2: 90 credits  

(modules already taken in year 1 cannot be taken again in year 2. Core and compulsory modules are the default for year 1). 

*ENS-4211 is currently only offered on-campus in Bangor and it runs over the whole of semester 1.

Year 1: 60 credits 

 Year 2: 60 credits

*ENS-4211 is currently only offered on-campus in Bangor and it runs over the whole of semester 1.

 Year 3: 60 credits

*ENS-4313 (block C) is a pre-requisite for ENS-4314 (block D).

NB: Students should take 30 credits (2 modules) per block plus the dissertation, which is completed over the summer.  

Year 1: 90 credits

*ENS-4313 (block C) is a pre-requisite for ENS-4314 (block D).

Year 2: 90 credits  

Modules taken in year 1 cannot be taken again in year 2. Core and compulsory modules are the default for year 1. 

*ENS-4313 (block C) is a pre-requisite for ENS-4314 (block D).

Year 1: 60 credits 

Year 2: 60 credits  

*ENS-4313 (block C) is a pre-requisite for ENS-4314 (block D).

Year 3: 60 credits  

*ENS-4313 (block C) is a pre-requisite for ENS-4314 (block D). 

**ENS-4302 (block B) must be taken if you wish to study ENS-4317 block D)

Year 1: 90 credits 

*ENS-4313 (block C) is a pre-requisite for ENS-4314 (block D). 

**ENS-4302 (block B) must be taken if you wish to study ENS-4317 block D)

 Year 2: 90 credits  

(modules taken in year 1 cannot be taken again in year 2)

*ENS-4313 (block C) is a pre-requisite for ENS-4314 (block D). 

**ENS-4302 (block B) must be taken if you wish to study ENS-4317 block D)

Year 1: 60 credits 

 Year 2: 60 credits  

*ENS-4313 (block C) is a pre-requisite for ENS-4314 (block D). 

**ENS-4302 (block B) must be taken if you wish to study ENS-4317 block D)

Year 3: 60 credits  

• Marcus registered as a ‘career changer’ from the IT profession.  He made a few calls to relevant organisations shortly after he registered with us and got some forest inventory work (voluntary) with a local forestry company (unpaid). This led to work as a forest surveyor working on the (NFI) (paid) through a sub-contractor.  Subsequently, this led on to an assistant forest manager position with a private forestry company just two years after registering with us. 
• Nick registered as a ‘career changer’ from the Building Services profession.  Within a few months he had a voluntary position with a wildlife trust working on a range of woodland management projects, then secured two days a week (paid) working as an assistant with a private forest management company.  He then secured a paid position with the same wildlife trust.  This led on to another role, and he was employed before the end of his programme as a Countryside Ranger by the National Trust and after graduation he moved a more senior role with the same organisation. 
• Joanna registered as a ‘career changer’ from the charity / development sector.  She had already been doing various voluntary work relating to forestry. Within six months she had secured a job as a contractor on the , and then got a job with a forest certification organisation. She successfully secured external funding to enable her to travel to Uganda to conduct her dissertation field work for which she won the ‘best poster’ prize at the World Agroforestry Congress. 
• David registered as an assistant forest surveyor.  He worked with a leading forest nursery on his dissertation, setting up and managing a complex trial with over 7,000 seedlings.  His dissertation also included a financial evaluation.  He secured a position as a with a leading forestry business before he graduated.   
• Kwadwo (from West Africa) registered as a CSC scholar. He has recently secured his first academic position as a in one of the top 100 universities in Africa. 
• Daniel (from Central Africa) registered as a CSC scholar. He secured various research assistant roles during his registration, partly through links made through �ֲ���ý. He commenced a PhD shortly after his graduation. 
• Jim (from England) registered whilst working in hospitality, with no previous experience of forestry.  During his first year on the programme, he successfully applied for a 12 month student placement with , which has since developed into a permanent Forest Manager position. 

Stephen Mwangi (Forestry, 2018)

My journey to �ֲ���ý began while I was working at Gatsby Africa in Kenya. One of my colleagues was studying for an MSc Tropical Forestry degree at �ֲ���ý, and I was impressed by both the quality of the programme and the opportunity it offered professionals to continue working while advancing their education. Inspired by his experience, I applied for a Commonwealth Distance Learning Scholarship. I was delighted to be awarded the scholarship and began my studies in 2018.

Studying for the MSc Tropical Forestry degree was one of the most rewarding experiences of my professional life. Although distance learning came with challenges, particularly balancing work, study and personal commitments, it also offered the flexibility needed to pursue a world-class education while remaining professionally active. Throughout the programme, I developed skills in forestry, natural resource management, research and critical analysis that continue to shape my career today.

During my time at Bangor, I was honoured to be elected Course Representative for our cohort and the wider MSc Forestry programme. In this role, I advocated for students' needs and worked closely with academic staff to improve communication and engagement. One initiative I championed was the creation of a dedicated space on the Blackboard platform where   students could interact more easily with one another and communicate more effectively with lecturers. It was rewarding to contribute to improving the student learning experience for both current and future cohorts.

One of the highlights of my Bangor experience was a two-week study tour in Ghana. For the first time, I met my fellow students in person—an incredibly diverse cohort representing more than 30 nationalities from around the world. It was also a wonderful opportunity to meet our lecturers face-to-face, including Dr James Walmsley, Dr Lars Markesteijn, Dr Mark Rayment and Dr Eefke Mollee, whose support and guidance enriched our learning experience throughout the programme.

Beyond the excitement of finally meeting classmates and lecturers, the Ghana study visit provided valuable practical experience. We undertook a collaborative research project in Bobiri Forest, located in Ghana's Ashanti Region, where we worked together to collect and analyse field data. The experience demonstrated the power of international collaboration and applied research. I am particularly proud that this work has continued beyond graduation and has recently resulted in a publication co-authored with Dr Ernest E. Foli of the Forest Research Institute of Ghana (FORIG) and Israel Ole Manina of the Forest Industries Training Institute (FITI), Tanzania. Seeing a field exercise evolve into a published piece of research is a testament to the quality and lasting impact of the Bangor learning experience.

�ֲ���ý opened new doors for me professionally. The knowledge, skills and confidence I gained enabled me to compete successfully for international roles. Shortly after graduating in 2022, I joined the International Institute for Environment and Development (IIED) as a Researcher.

Today, my work focuses on supporting locally controlled forest businesses, smallholder farmers and producer organisations across Africa, Latin America and Southeast Asia. One programme I support is the Forest and Farm Facility (FFF), which in its second phase (2018–2025) disbursed more than 70% of a US$68 million grant to smallholder organisations in 13 countries. I am proud to contribute to work that positively impacts both people and nature.

Since joining IIED, I have also published numerous blogs, peer-reviewed journal articles and research reports that have contributed to international debates on forestry, climate resilience, rural livelihoods and sustainable development.

Looking back, �ֲ���ý provided far more than a degree. It equipped me with the knowledge, networks, confidence and international perspective needed to make a meaningful contribution to sustainable development. The friendships, professional connections and experiences I gained continue to influence my work today. I remain immensely proud to be a �ֲ���ý alumnus and grateful for the opportunities that my education there has created.

I am proud of my �ֲ���ý journey and look forward to remaining an active member of the Bangor Forestry Alumni community for many years to come.

Thomas Davreux (Forestry, 2013)

“My name is Thomas Davreux. I'm Managing Director of InduFed, the platform for the Belgian glass, paper & paperboard industries. Previously, I've worked in other industrial sectors: in metal recycling and, most pertinently, I was the Director of PEFC Belgium, the organisation for certifying sustainable forests. This career trajectory was made possible thanks to my Master's Degree in Forestry from �ֲ���ý.

Originally an economist, graduating in 2001 with an economics degree from Namur University in Belgium, I started my professional work in banking.  Then, seeking a change of career, I started doing my Master’s degree in Forestry by distance learning with �ֲ���ý in 2009, graduating in 2013. These studies were in addition to my normal, full-time work, but I was able to fit them into my working and personal life.

As regards what attracted me to study with Bangor: I wanted to do something that had to do with environment. I did consider lots of courses, right across Europe and eventually decided on forestry but there weren't that many courses and, of the few courses there were, they were either not as interesting as the ones offered by Bangor or not distance learning.  �ֲ���ý was offering the most attractive and the most convenient course for me. So, it was a fairly straightforward choice between Bangor and maybe one or two other strong candidates. And of course at that time, Britain was still part of the EU!

Having got my Master's degree, I was then able to change my career path and go into the forestry world. Coincidentally, the job opening for Director of PEFC, Belgium opened: I applied and I got it almost straight away. I was very lucky because this job opening appeared just as I graduated. So, my transition was extremely quick from the financial world to the world of forests. What really helped was that I found so much of the Master’s course content useful, directly applicable in understanding my new working environment and my ability to function in the new post. The course had definitely given me the background and the confidence to be immediately operational in the forestry world.

I then worked for PEFC for five years, a significant stint. At the end of that time, I felt I'd been able to make a difference, making good use of the Bangor training that I'd had through the distance-learning MSc. Having since moved on to my current job, representing the paper industry amongst others in Belgium, my understanding of forestry still enables me to be of help to some of my members today. This is because I understand what their supply-chain issues are, for example those linked to climate change, sustainability, etc. In fact, I remain the operational in-house forestry specialist. I’m not only able to understand and advise my paper clients on their direct, market-based issues, but also their upstream, supply-chain issues, which affect their main raw material, wood.

Now, looking ahead and outwards from my current experience, the words of wisdom I would give to someone considering a forestry career, either at undergraduate or at graduate level, would have to include the following:

I love Bangor because it was such a diverse and a very broad education in forestry, very well thought through. We got a bit of everything, all the way from the economics perspective to the very detailed biological aspects, and everything in between.

I also thought the social aspect of the course was extremely well designed. This means that you're ready to tackle all sorts of issues and aspects of forests, whether they're commercial, e.g. setting up your own tree nursery, or more linked to sustainability, or whatever. The Master’s was well done and could be applied in all sorts of different ways to working life in and around forestry. That's the beauty of it and why I enjoyed my Bangor studies.”

Dr. Konnathu (KC) Chacko (MSc. Environmental Forestry, 1991)

“Looking back, it was a lovely experience living in Bangor and doing MSc Environmental Forestry in 1990-91. I specialised in Agroforestry under Dr. John B. Hall who never compromised quality and time frame. The important takeaway from Bangor was upgradation of my scientific writing skills and learning computer skills from scratch; computers were in the early stages at that time.

Seeing Dr. John Hall I learned that an editor/examiner should waste no time in critically reviewing scientific manuscripts at his/her disposal; I try to follow this with peer review papers and students' thesis. Professional interactions with my classmates from UK and other countries was yet another highlight; nearly all of them had sound field experience in different ecosystems. The field trips to places of forestry and cultural importance were useful and enjoyable. I remember how friendly and helpful Dr. Lawrence Roche (the Head of the School), Dr. Graham J. Mayhead (Course Director), Dr. JC Hetherington, Dr. Colin Price, Dr. Tom Jenkins, Dr. Fergus Sinclair, Prof. John Healy and Dr. Geoff Bright all were.

After my return to my parent institution in India, the Kerala Forest Research Institute, I did a PhD in Forestry in FRI, and subsequently retired as a scientist of the highest grade. I kept myself professionally active during my post-retirement period of 17 years. I continue working as a forestry consultant for a teak planting company in Tanzania (since 2017), with two to three site visits in a year. I also serve as examiner for MSc and PhD students in Forestry, and as Expert in Court cases related to forestry, which demand current knowledge.

The social environment of Bangor was much welcoming for any student especially those from other countries; I enjoyed interactions with many in the town, sometimes even as guest for tea or dinner!”

Dr Mary Hobley (Forestry, 1983)

“I knew from the age of 12 that I wanted to study forestry, and more specifically to work on forest issues in the Global South. I chose Bangor because the Head of Department, Professor Larry Roche, was a distinguished tropical forester.

My journey began with an interview. What stayed with me most was being asked how I would cope, as a woman, in a man’s world. I remember being surprised - I could not see why this would be a problem. Yet that question stayed with me and has shaped much of my work over the past 40 years, including my PhD at the Australian National University. Based on research in Nepal, it examined how caste, class, and gender influence access to forest resources.

At Bangor, this interest in the social and political dimensions of forestry was strongly nurtured, particularly through the challenging and inspiring lectures of economist Colin Price, who encouraged me to question established thinking.

I have been fortunate to have a varied and rewarding career. I began by living in villages in Nepal, seeking to understand local social dynamics and power relations. I later moved to London to work at the Overseas Development Institute, where, together with Gill Shepherd, I helped establish the Social Forestry Network. This initiative connected practitioners worldwide and contributed to reshaping forestry - from a largely technical discipline into one that recognises its deep connections with communities and Indigenous Peoples. We helped shift the focus toward rights, equity, and accountability, encouraging forest departments to rethink how they operate.

As an independent consultant, I have continued this work across South and Southeast Asia, as well as parts of Africa. Throughout my career, I have remained committed to understanding how to improve people’s lives, amplify their voices, and challenge and transform unequal power structures.

Now, as I approach the end of my career, I am focused on giving back. I serve on several boards, including The Tenure Facility, RECOFTC, and the Commonwealth Forestry Association. Looking back, I feel a deep sense of pride - particularly when I think of Nepal, where 22,000 communities now manage their own forests, hillsides have regenerated, and people can exercise their rights without fear.

I am also proud that issues once considered outside the scope of forestry - such as gender and class - are now widely recognised as central. There is a growing understanding that forests and people are inseparable, and that Indigenous Peoples and local communities should retain the rights to govern and manage the forests they have sustained for generations.

My journey began at Bangor, and I remain deeply grateful to the then Forest and Wood Science Department for helping me expand my perspective—from seeing forests as trees alone to understanding them as living systems shaped by the people who depend on them, as I explored my desire to expand forest boundaries beyond just seeing the trees to seeing local people as part of the reasons forests can be sustained.”

Malcolm (Mac) Jones (Forestry, 1959)

“My 4 years in Bangor (1955-59) were incredibly rewarding. After Bangor I was a Forest Officer in (now) Tanzania, then taught Biology, including 4 years at Memorial University, Newfoundland. There I researched the Birch Leaf miner (Fenusa pusilla) and gained an MSc before returning to UK .

Most of my class attended the Forestry Reunion in 2000. We kept in close touch over the years. Most have now passed on to the great forest in the sky, but the comradeship of those four years in Bangor was lasting. Many became key figures in Forestry around the world: Maharaj Muthoo was Director General, FAO, Rome, Tony Fearnside was prominent in Australia and Derek Earl was a Lecturer in Forest Economics at Oxford. Keats Hall was top man in Jamaican Forestry and John Dolwin, after also working in Tanzania, ran his own Private Forestry Business (Dolwin &Gray) in Sussex.”

Peter Sturmheit (Environmental Forestry MSc, 1989)

Peter Sturmheit is a Senior Team Leader, Project Manager and Transaction Advisor, holder of a 6-year University Degree in Civil Engineering (specialization in Water, Energy and Transport Engineering; Germany) and a MSc. in Environmental Forestry (specialization in Economics Analysis of Development Projects; UK).

Mr. Sturmheit has 40 years of professional experience, 36 of which linked to international projects in lusophone, anglophone and francophone Africa. He has a 20-year experience as Team Leader and Project Manager of infrastructure-related projects, covering transport (roads, rail), energy (focus on renewable energy: solar PV; wind; hydropower), water distribution, agroforestry, soil erosion control and sanitation sectors. A few examples of his relevant experience include Mr. Sturmheit’s work as staff with the African Development Bank (AfDB) for over 13 years, 9 of which as Principal/Chief Country Programme Officer and Team Leader in Nigeria (2008-2013) and South Africa (2013-2017): in Nigeria, Mr. Sturmheit managed the Country’s Portfolio of Infrastructure - Water Supply and Sanitation, Energy and Transport - Agriculture, Social and Private Sector projects (about 35 projects); in South Africa, he managed the Country’s Portfolio of water supply and sanitation Infrastructure projects, including the Bank’s project pipeline for 13 of the SADC member countries (about 185 projects in South Africa, Zambia, Botswana, Swaziland, Lesotho, Zimbabwe). Previously, he was AfDB’s Senior Civil Engineer resident in Tunisia (2004-2008), where he was responsible for the water and sanitation sector projects’ identification, preparation, appraisal, for the preparation of ToR and for the supervision and the management of contracts (under FIDIC Conditions of Contract) in Tunisia, Angola, Gambia, Liberia, Ghana, Nigeria and Sierra Leone. In addition to the AfDB, he is experienced with several other international donor institutions. Mr Sturmheit is also the author of “About Lions – Among Lions”.

What attracted you to Bangor and why it remains important to you:

The option to combine agroforestry and soil erosion control and the course focus on international environmental forestry, and the opportunity to use my experience from a soil erosion control project in Zambia for my thesis focusing on Faidherbia albida and alley cropping.

Rob Peterson (Applied Zoology / Forestry, 1986)

Career

• 1987 - 1988 - West Glamorgan County Council, as Woodland surveyor
• 1988 - 1990 : Forestry Commission Dolgellau
• 1990 - 1995: Coopers and Lybrand, Accountants - Tax Accountant
• 1995 - 1998: Julian Hodge Bank, Cardiff - Software Engineer
• 1999 - 2000: Lucent Technologies, Boston - Software Engineer
• 2000 - 2005: eBay, Software Management, San Jose
• 2005 -2015 : Google, Mountain View, Director of Engineering and Beekeeper
• 2017 - 2019: Apple - Software Development
• 2020 - on Independent consultant various software development consultancies and related projects in Silicon Valley

My experience of earning my forestry degree and working in forestry helped me considerably - both in terms of being able to work independently and solve some complex real world problems and management issues. In addition, the far-sighted Colin Price taught us software development practices which, as you can see, were put to good use. My first software task at Boston was to calculate the volume of a tree and the usable portions to optimize when sawmilling. The Applied Zoology also became useful as it first gave me an appreciation for the social insects (in Bangor, leat cutting ants) but later developed into my interest in beekeeping.