My programmes are intensive, experiential, and participatory (digital workshops included). Participants choose their own degree of challenge in a safe, confidential, and highly supportive learning environment.

All my Workshop programmes can be delivered virtually or in person… but…. what works in the training room doesn’t necessarily directly translate to being delivered digitally. Therefore, virtual and in-person workshops on the same topic will differ – in learning outcomes, approach, and the way participants experience the activities. This means that however I deliver your workshop, your participants will be getting the best possible learning experience, adapted to the medium we’re using to deliver it.

I specialise in the way individuals understand themselves and relate to others, so workshop topics fall into two broad themes, for example:

Personal awareness & self-management:

  • Boost your resilience and manage stress
  • Deploying your strengths and values in making decisions
  • Wrangle your workload
  • Navigate change and uncertainty
  • Tools for handling perfectionism and imposter phenomenon
  • Writing for researchers: creative approaches to workflow and productivity


  • Assertiveness skills
  • Communicating your expertise and potential
  • Communicating your research to non-specialists
  • Ditch the agenda: make every meeting worthwhile
  • Negotiating skills
  • Preparing and performing your Three Minute Thesis (3MT)
  • Resolving conflict in the research environment
  • Stop networking; start connecting (with other human beings)
  • Train-the-Trainer (Introduction to training skills)

Experiences and expertise in these topics is highly individual, so it is rare that any two participants show up with the same agenda or objectives. Because of this, a cohort model – taking all learners from point A, though point B, to point C – doesn’t serve participants well.

Instead, you’ll take ownership of your learning path. You’ll establish your landscape (what’s my starting point and context?), set your own development goals (what do I want to change?), experiment with activities and tools (how might I make change?), and then plan implementation (how will I start closing the gap?).

You’ll develop a deeper understanding of your behaviour patterns, your strengths, and your learning preferences; this means you’ll make better choices about your personal and professional development.

When you take control of your learning in this way, you’ll grow in confidence: make better choices, work to your strengths, approach problems creatively, and make the most of your personal resources and external support.

Connect with me to start the conversation of how I can provide the programme you need.

Very good at explaining the theories

Sarah was approachable, funny, knowledgeable, pragmatic, generous, enthusiastic and very good at explaining the theories behind the programme.

University of Portsmouth

Supported yet challenged

Sincere, respectful, warm and intelligent – I loved the way Sarah supported and yet challenged us at the same time.

Staff member
University of Portsmouth

Well planned

The workshop was online, it worked very well, given the limitations of that format. The delivery was very well planned to keep us engaged but not exhausted.


Making us think rather than accept

Caring. Empowering. Asking / challenging – and making us think rather than accept. Such a friendly, supportive and enthusiastic person – human.

Support staff
University of Portsmouth

Adapted to the online training environment well

Dr. Sarah Robins-Hobden was brilliant and I thought she adapted to the online training environment well. The structure was clear and she communicated what we were doing well.


Reflect and reframe

This session has really encouraged me to reflect on my career so far, spot the negative assumptions I have about it and reframe them positively.

Oxford Brookes University


Professional, well paced, interactive and encouraging.

Staff member
University of Portsmouth

Perfect pace

Presented nicely, perfect pace, the discussions were directed but free to expand – not overloaded.

University of Sussex