Faculty & Leadership

Academic Direction, Teaching Excellence and Professional Responsibility

Oxford Numerology Academy is guided by academic leadership, faculty contributors, trainers, mentors, supervisors, researchers, writers, and professional collaborators who support the Academy’s mission to teach numerology with structure, ethics, clarity, and international ambition.

The Faculty & Leadership section presents the people and roles that protect the Academy’s academic quality, student experience, methodology, ethics, and long-term institutional credibility.

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Academic governance, teaching, mentoring, supervision, and institutional credibility in a professional faculty leadership setting.

Governing Values

Leadership Principles

Academic integrity: Leadership protects the structured, educational, and non-fatalistic positioning of numerology.
Ethical responsibility: All academic and public work should respect confidentiality, professional boundaries, personal dignity, and scope of practice.
Methodological clarity: Faculty and leaders support consistent terminology, coherent teaching methods, and responsible interpretation standards.
Student-centred development: Leadership decisions should support learners through clear expectations, feedback, progression, and academic care.
International collaboration: The Academy encourages dialogue across cultures, professional backgrounds, and educational contexts while preserving its own standards.
Long-term credibility: Leadership protects the reputation of the Academy by avoiding exaggerated claims, sensational language, or unsupported promises.

Founding Dean

Founder and Founding Dean

The Academy’s founding direction is associated with Prof. Dr. Diana Mețiu, whose professional work in numerology began in 2004. She initiated the development of the European occupational standard for numerologists in 2021, contributing to the recognition of the profession under COR 516102.

Provides academic vision and methodological direction.
Supports the professionalisation of numerology education.
Guides the Academy's ethical, educational, and international positioning.
Contributes to curriculum development, institutional standards, and long-term academic strategy.

Governance

Council of Honour, Board of Regents and Academic Governance

The Council of Honour or Board of Regents supports institutional direction, credibility, academic governance, professional standards, and international expansion. Its role is to provide high-level guidance and to strengthen the Academy’s long-term development.

Maintain coherence between the Academic Pathway, course catalogue, admissions standards, assessment expectations, and ethical framework.
Support quality assurance for teaching, mentoring, supervision, research activity, publications, and events.
Encourage continuous improvement through student feedback, faculty reflection, research dialogue, and curriculum review.
Advise on professional standards, recognition, and strategic development.
Contribute to the Academy's ethical and educational culture.

Review academic materials for clarity, consistency, scope, and responsible public communication.
Define expectations for faculty conduct, student support, assessment feedback, and progression decisions.
Support academic credibility and institutional reputation.
Encourage international visibility and collaboration.

Roles

Faculty and Teaching Roles

01

Course trainers

Teach structured modules, explain concepts, guide exercises, and support learning progression.

02

Mentors

Provide study-related guidance, assignment clarification, feedback support and progression planning during the learning process.

03

Supervisors

Review advanced work, support case-based assignments, supervise teaching or coaching practice, and advise on professional boundaries.

04

Research contributors

Support research notes, publication drafts, methodology development, academic writing, and comparative dialogue.

05

Guest lecturers

Contribute specialist sessions, webinars, professional talks, or interdisciplinary perspectives.

Documentation Standard

Faculty Profile Framework

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Name and title

Present the faculty member’s name, academic or professional title, and role within the Academy.

A

Area of expertise

Identify the main teaching, mentoring, research, or supervision area.

T

Teaching role

Clarify whether the person teaches courses, supports assignments, supervises practice, mentors students, contributes to research, or leads events.

P

Professional background

Summarise relevant education, experience, publications, research activity, or professional practice.

E

Ethical commitment

Include a short statement about responsible practice, confidentiality, non-fatalistic language, and scope awareness.

V

Public visibility

Where appropriate, include lectures, publications, Society activity, events, or international collaboration.

Standards of Practice

Teaching, Supervision and Student Responsibilities

Provide clear teaching, organised learning materials, and realistic expectations.
Support questions and feedback without creating dependency or replacing the student's own learning responsibility.
Evaluate student work fairly, constructively, and according to the relevant academic level.
Protect confidentiality in examples, assignments, consultation practice, and group discussions.
Encourage students to use numerology with humility, discipline, and ethical restraint.
Refer students to appropriate professional support when a question falls outside numerological education.
Teach numerology as an educational and personal development discipline.
Maintain clarity, structure, professional boundaries, and ethical communication.
Support students without creating dependency, fear, or deterministic conclusions.
Use consistent terminology and responsible academic language.
Respect confidentiality, diversity of learners, and individual study rhythm.
Encourage progressive competence through practice, feedback, and reflection.

Get Involved

Join the Academic Community and Collaboration Pathways

For qualified trainers or subject specialists who can support course delivery or learning sessions.

For experienced graduates or professionals who can support student reflection, feedback, and academic progression.

For experienced graduates or professionals who can support study-related guidance, student feedback, assignment clarification and academic progression.

For authors, editors, reviewers, and contributors connected to Oxford Numerology Press.

For guest speakers, webinar hosts, workshop facilitators, and international contributors.

For partners who support recognition, accreditation, education quality, international visibility, or professional standards.

The Academy may welcome qualified trainers, mentors, researchers, writers, guest speakers, and professional collaborators who share its commitment to structured education, ethical practice, professional standards, and international numerology dialogue.