Peter Timmins is Executive Director in Drug Product Science and Technology at Bristol-Myers Squibb Research and Development. His group, based in Moreton, U.K. and New Brunswick, USA, is responsible for creating, adapting, and applying drug delivery technology for oral drug candidates, including those requiring modified release technology. He has a degree in pharmacy and a PhD in pharmaceutical chemistry, both from the University of Bradford in the U.K. Dr. Timmins is a member of the Royal Pharmaceuticals Society of Great Britain. He has many ongoing academic collaborations in the area of oral drug delivery and is a visiting or honorary full professor at the schools of pharmacy at Aston, Bradford and Nottingham in the U.K. He is author or co-author of more than seventy publications, including several books and book chapters, and inventor or co-inventor on thirty patents.

Samuel Pygall is currently an Associate Director and Patient Services Manager at MSD U.K. He was awarded a Master of Pharmacy and a PhD in Pharmaceutical Science from the University of Nottingham in the U.K. Dr. Pygall has a core interest in fostering collaboration between academia and industry to form innovative patient-centric healthcare solutions. He holds a visiting lecturer position at Aston School of Pharmacy in the U.K. and is a U.K.-registered pharmacist, member of the Royal Pharmaceutical Society of Great Britain and past committee member of the United Kingdom and Ireland Controlled Release Society (UKICRS).

Colin Melia is Associate Professor at the School of Pharmacy, University of Nottingham, U.K. He has widely published, provided expert opinions on modified release dosage forms and has been engaged in collaborative research and consultancy with some sixty pharmaceutical and allied companies worldwide. His research group, Formulation Insights, focuses on the elucidation of drug release mechanisms that underlie modifiedrelease behaviour. At Nottingham University, he teaches medicines design and has twice won Lord Dearing Awards for outstanding contributions to teaching and student learning.