Dr Leigh Martindale

Leigh is a Human Geography academic with a focus on sustainable development, climate change, and nexus modelling. His academic journey began with a degree in Geography and History from Keele University, followed by a Master's in Environment and Development from Lancaster University. He went on to complete his PhD at Lancaster too. Funded by the ESRC and the EU's I-RICE program, he explored the concept of 'ecological civilization' in China.

At Loughborough University, Leigh's current research and teaching is connected to the Centre for Sustainable Transitions: Energy, Environment and Resilience (STEER), which aims to empower vulnerable populations in the Global South, enabling them to shape and benefit from the transition to sustainable energy.

Leigh's research spans several interconnected areas within environmental geography, with a primary focus on Climate Land Energy Water Systems (CLEWs) 'nexus’ modelling, sustainable development in China, and the Anthropocene. His work is characterized by a blend of qualitative and quantitative methodologies, allowing for comprehensive analyses of complex environmental issues.

Leigh is currently collaborating with the Climate Compatible Growth (CCG) research project, developing CLEWs modelling as both a teaching and research tool. This work aims to offer valuable policy insights for Low and Middle Income Countries (LMICs) in their low carbon transition efforts.

In the past, Leigh's research has centred on China's approach to sustainable development, particularly the concept of 'ecological civilization'. This work explores how China's development of increasingly ambitious and well-funded top-down government environmental programs impacts and shapes smaller scale, and often innovative, bottom-up eco-initiatives - such as Alternative Food Networks.

Leigh's teaching portfolio encompasses a wide range of topics within environmental geography, sustainable development, and economic/cultural geography.

In the field of sustainable development, Leigh focuses on teaching the complexities of implementing and measuring progress towards the Sustainable Development Goals (SDGs)- in particular SDG7: ‘Affordable and Clean Energy’. This includes exploring the economic policies and strategies necessary for achieving sustainable development, with a particular emphasis on their application in diverse global contexts.

A significant portion of Leigh's teaching is dedicated to environmental modelling, particularly the Climate, Land, Energy, and Water systems (CLEWs) approach. Through this, students learn to analyse and model the intricate 'nexus' relationships between these critical systems, gaining valuable skills in quantitative analysis and policy evaluation for sustainable resource management.

Leigh also covers topics in economic geography and globalisation, examining the spatial aspects of economic activities and their impact on local and global environments. This includes discussions on global supply chains, regional development, and the economic implications of environmental policies.

In terms of social and cultural aspects of geography, Leigh teaches about social differences in post-colonial and post-socialist societies. This involves exploring how historical contexts shape current socio-economic and environmental challenges in these regions.

Leigh's teaching also encompasses research methodologies in geography, guiding students through the process of designing and conducting geographical research. This includes instruction on both qualitative and quantitative methods, data analysis techniques, and the ethical considerations in geographical studies.

By covering these diverse yet interconnected topics, Leigh aims to provide students with a comprehensive understanding of the complex interactions between human societies and the environment, preparing them to address real-world challenges in sustainable development and environmental management.

• Martindale, L., Cannone, C., Niet, T., Hodgkins, R., Alexander, K., & Howells, M. (2023). Empowering tomorrow’s problem solvers: Nexus thinking and CLEWs Modelling as a Pedagogical Approach to Wicked Problems. Energies, 16(14), 5539. https://doi.org/10.3390/en16145539
• Martindale, L. (2021) From Land Consolidation to Alternative Food Networks: China’s Dynamic System of Agri-Rural Innovation, Journal of Rural Studies, 82: 404-416.
• Martindale, L. (2020) ‘I will know it when I taste it’: Food Materialities and Social Media in Chinese Alternative Food Networks Agriculture and Human Values, 38: 365–380.
• Martindale, L (2015) ‘Understanding Humans in the Anthropocene; Finding answers in Geo-engineering and Transition Towns’, Environment and Planning D 33(5): 907-924.