OPPORTUNITY BRIDGE
Whilst there were lots of questions about what I should do after my A Levels, I did know that it was likely I’d go to University away from my home town of Rotherham but understanding how to make the right choices around that wasn’t easy. The difference for me was that I had supportive parents who wanted to do everything they could to help. Not every young person is so lucky and moving away from home isn’t easy for anyone who comes from a tight knit family and community, as I did. So what I and my family needed was not only more information on my choices, but a reassurance that what I was deciding would probably work out well, that I was making the right choices. It was about finding a way to get from where I was then - a 17 year old in Rotherham trying to work out my next step in life - to where I would be as a 18 year old after my A Levels, studying at University. Bridging well from one place to the next, literally and emotionally, was crucial to helping me and other young people stepping into the unknown as “first generation” students - arriving at the right University to do a course I’d enjoy, with a sense of what would happen next rather than being unengaged with a course I didn’t like and unsure of what my future might be.
FOREWORD For some families, going to University is an expectation that they have and the experiences of older family members are the subject of discussions as children grow up. By the time they reach the stage of having to make choices, they’re familiar with the decisions they’re about to make. But for other children and their families, myself included, going to University is a real step into the unknown. 02
Often universities will focus their outreach and widening participation work to communities on their doorstep. It’s much harder to develop deep and embedded relationships with communities that are hundreds of miles away. Yet being able to do just that is crucial if we are to level up Britain, especially for a young person in a region which is likely to be the most disadvantaged. So it is incredibly important that robust efforts are made to target those young people as soon as possible, to raise their aspirations and their expectations and to provide them with guidance on what to expect from University, how to apply, which University or course might be best for them and what sort of career they might look forward to at the end of it. Liverpool John Moores University has been working in its own community of Liverpool for almost 200 years and is deeply rooted in the city. Yet it also has more students from Northern Ireland than any other higher education institution outside Northern Ireland itself. This is because in spite of the distance - and the Irish Sea - between them, the University has successfully developed the links which already connected the two regions, targeting those communities and young people that are the first in their families, as I was, to go to University. Over a period of many years, with its concerted and extensive outreach work, the University has been able to identify what steps are needed to help those communities. It enables more of them to go to University, not only personally enriching their individual lives and future careers, but also providing those regions with skills and the tools for business. Liverpool John Moores University has created a bridge to help young people in Northern Ireland have more choice and opportunity to get to University, but it’s created a bridge they can use both ways. The University skills up Northern Irish young people and, overwhelmingly, they return home to use those skills for the benefit of their own nation within the United Kingdom.
It’s an effort by the University both in Liverpool and Northern Ireland that will become more important over the coming years, if we’re to succeed in levelling up Britain. Both Liverpool and Northern Ireland are home to some of the most deprived areas in Europe. They will also be among the worst affected by the impact of coronavirus, and young people and the disadvantaged will undoubtedly be the hardest hit. Northern Ireland in particular experienced its longest and deepest recession following the 2008 financial crisis. It is going to be crucial this time that the economic and social legacy of the pandemic is mitigated as much as possible, by ensuring that the talent of local young people is not wasted and that they have access to the opportunities that will make a difference, not only to their own lives but also to the prosperity of the region. That is why the need to progress the levelling up agenda is so fundamental to Britain’s future. A wider effort is needed to combat Britain’s poor track record on social mobility and many of the solutions will need to be locally tailored and owned if they are to succeed. The role of universities is crucial - delivering highly educated, highly skilled young people locally who can take advantage of the new opportunities on their doorstep - so that those areas don’t lose out on the ideas, innovation and skills they will need to prosper. The work that Liverpool John Moores University has delivered in Liverpool and Northern Ireland is part of a long tradition and provides a template for how to bridge the gap between opportunity and talent, in the areas where that is most needed. It shows that there are few real barriers to a University developing close links with communities wherever they are, even if they are remote. Success is possible if it wants to create that bridge from community to University and is prepared to put in place a long-term strategy and resources and persevere with them. I hope that more universities will look at the Liverpool John Moores University work and challenge themselves to see whether they too can work more remotely to extend opportunity further and wider.
Rt Hon Justine Greening Founder of the Social Mobility Pledge & Former Education Secretary
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THE OPPORTUNITY GAP THE UK’S SOCIAL MOBILITY PROBLEM Social mobility is typically measured as the difference between a person’s occupation or income and that of their parents. When there is a weak link, there is a high level of inequality, while a strong one suggests a low level of social mobility1. Social mobility levels in the UK have been stagnant for years. This means that those born into deprivation are statistically likely to remain in those circumstances throughout their lives. 2A Broken Social Elevator? How to Promote Social Mobility reports that, given current levels of inequality and intergenerational earnings mobility, it could take at least five generations, or 150 years, for the child of a poor family to reach the average income across OECD countries. One in three children with a low earning father will also have low earnings while, for most of the other two-thirds, upward mobility is limited to the neighbouring earnings group. Unsurprisingly, this is not uniform across the globe as social mobility has different rates in different countries. It can take just two to three generations to reach that average income in the Nordic countries but nine or more in some emerging economies. Globalisation and the Fourth Industrial Revolution have successfully helped to reduce extreme poverty and eradicate famine. While celebrating that success, however,
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it cannot be denied that the flipside is that they have also deepened inequalities by transferring low-skilled jobs in high-productivity sectors in high-income economies to lower-income counterparts. The OECD’s report also highlighted that, whereas many people born to low-educated parents between 1955 and 1975 enjoyed income mobility, this has stagnated for those born after 1975. Over the four-year period looked at by the report, about 60 per cent of people remained trapped in the lowest 20 per cent income bracket, while 70 per cent remained at the top. At the same time, one in seven middle-class households, and one in five people living closer to lower incomes, fell into the bottom 20 per cent. This is borne out by the Social Mobility Pledge’s own research which reveals that, in the UK, young people are finding it harder to progress in the workplace than their parents or grandparents did.
1. "About us - Social Mobility Commission - GOV.UK." https://www.gov.uk/government/organisations/social-mobility-commission/about. Accessed 28 Nov. 2019. 2. "State of the Nation 2017: Social Mobility in Great Britain." https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/662744/ State_of_the_Nation_2017_-_Social_Mobility_in_Great_Britain.pdf. Accessed Nov. 2019.
Its study3 of 2,000 people revealed that most UK workers believe breaking through the ‘class-ceiling’ is harder for young people now than it was for earlier generations. A majority (60 per cent) of workers aged 35 to 64 believe economically disadvantaged people in the generation below them have a harder time advancing their careers than those one generation older. The poll also asked thousands of workers aged between 18 and 64 to score how easy it is to get on in life, regardless of background, in the UK, with one being ‘very hard’ and 10 being ‘very easy’. An average score of five was registered, although a quarter of those polled rated it ‘hard’ or ‘very hard’. Getting on as a disadvantaged young person, is either ‘difficult’ or ‘very difficult’, according to the majority (54 per cent) of respondents, rising to 62 per cent in London. Only 44 per cent of respondents said progressing in life, regardless of background, is easier in the UK than elsewhere in the world.
Universities are crucial in facilitating an individual’s route to better opportunity and, at the same time, improving the communities in which they are located.
It is important for us all that they adapt and consider new ways of working to make sure opportunities are directed at those who need them most. In a recent report by the Social Mobility Commission, research shows that graduates are three times more likely to participate in workplace training compared to those with no qualifications. Universities are key to facilitating those initial links with employers to ensure that their graduates are well-prepared for the workplace. The Social Mobility Pledge has been set up to highlight and address these issues in the UK and, in doing so, to level up opportunity and build a fairer society. It encourages organisations to be a force for good by putting social mobility at the heart of their purpose. By sharing their own best practice with other businesses and universities, they are not only demonstrating their own commitment but creating a powerful shift towards purpose-led organisations.
3. https://www.socialmobilitypledge.org/news/2019/2/2/class-diversity-at-work-worse-now-than-decades-agonbsp
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CORONAVIRUS
THE OPPORTUNITY GAP
The Office for Budget Responsibility’s Covid Reference Scenario predicts that the UK economy will contract by 35 per cent, with unemployment potentially peaking at 10 million. But, just like the issue of social immobility, the impact of the coronavirus pandemic is varied across the UK.
The impact of coronavirus across locations, ages and education levels also has an impact for social mobility in the UK.
While the 35 per cent national average figure is high in itself, it is the case that some areas – predominantly in the North West and Midlands – will see their economic growth reduce by almost 50 per cent. Only one of the twenty hardest hit areas is in London and the South East. In addition to the significant diversity of geographic impact estimated by the Centre for Progressive Policy, the Resolution Foundation points to previous data suggesting that there is likely to be a large impact on those leaving full time education and graduating into an economy in the midst of turmoil. In the 2008 recession, the unemployment rate across the whole population rose from 5.2 per cent in 2007 to 8.5 per cent in 2011; for those with GCSE equivalent qualifications the unemployment figures were 22 per cent in 2007 and 32 per cent in 2011.
Large numbers of young people are now in the jobs market having had their career pathways significantly disrupted. One in three young people under 25 are employed in the three sectors most affected by the pandemic - travel, hospitality and retail. It has the potential to leave a long-term legacy of unemployment and will certainly impact those from disadvantaged backgrounds and on low incomes the most. Coronavirus has shone a spotlight on the inequality that already exists and data suggests that it will have a varied and profound impact across locations, ages and education levels. It is clear that the businesses and universities which do best as we recover from the crisis will be those that have stepped up to the mark in recent months for their employees, customers and communities. We need them now to lead the way in delivering solutions and sharing best practice.
of their formative years and it is becoming clear that we are at risk of a lost generation.
Our research shows that eight of 14 measures used to calculate social mobility will be impacted. We have used existing place based social mobility analysis together with the predicted impact of coronavirus to examine the size of a community’s ‘Opportunity Gap’. From our analysis we believe there are 16 areas in England at risk of a ‘double opportunity hit’. Already amongst the worst areas for social mobility, they are going to be particularly badly affected by coronavirus. Those in the top 20 per cent, with the largest opportunity gap are referred to as COVID Opportunity Coldspots. This opportunity deficit overwhelmingly impacts people from more disadvantaged communities and backgrounds and the gaps start opening up from the very start. Coronavirus widens that opportunity gap for young people at every stage
The impact on those in the education system in these more disadvantaged communities is obvious. Education closes the gaps between the life chances of different young people. Research by the Sutton Trust showed that underpredicting of grades of BAME and disadvantaged young people is significantly more likely to happen than for their better off counterparts. Unfortunately this year’s A Level results confusion has shown that they are precisely the group that has suffered the most. That has inevitably harmed their chances of getting into the University they were aiming for and those higher education institutions will find themselves on the front line in trying to prevent a further widening of the opportunity gap. For those relying on part-time work that is now no longer available, University may even become unaffordable. Other students may have previously found it a struggle but nevertheless managed to balance study with wider family and financial responsibilities. For those already on a course, it may mean they simply cannot afford to see it through to the end and drop out. This would be a dramatic backward step on social mobility. Liverpool John Moores University’s experience, detailed in this report, demonstrates that it is possible to improve outcomes for their students, despite the many barriers that exist for them, both practical and perceived. It shows how it successfully addresses social mobility in some of the most deprived areas of the United Kingdom by providing its students, many of whom are the first to go to University in their family, with the information and robust support needed to be career-ready graduates that are equipped with the right skills to succeed.
This report contains insights into best practices which have worked well and which have had a positive outcome for students. It features case studies which illustrate the impact that its approach has had on individuals as well as analysis focusing on the community in which it is located.
The Opportunity Action Plan also considers how Liverpool John Moores University might protect and extend its links with Northern Ireland in order to bridge the opportunity divide in the wake of COVID 19 for young people in that community. It also suggests possible next steps and recommendations for further action.
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OUTREACH
LJMU AND NORTHERN IRELAND – TACKLING SOCIAL IMMOBILITY TOGETHER
BEST PRACTICE INNOVATIONS AN INTRODUCTION TO BEST PRACTICE INNOVATIONS Liverpool John Moores University has been creating the opportunities needed to enable social mobility for almost 200 years. Since its foundation in 1823 it has strived to widen participation in the city and further afield, shaping brighter prospects for people from disadvantaged backgrounds and providing vital skills for industry and public services. The University originated as the Liverpool Mechanics’ School of Arts, an institution created to support the advancement of the city’s working classes. And throughout its subsequent history, it has continued to drive social mobility by opening up access to the key growth industries of the day. Historically, this includes the maritime sector right through to the many expanding digital and creative industries flourishing today. Its courses and work to forge ties with industry are shaped by shifting demands of employers. Meanwhile, its impact on the Liverpool City Region is undeniable. As well as offering a springboard into expansive, well-paid careers for people growing up in the area, it also helps to fill essential public roles including those of paramedics, police, nurses and teachers. As noted by education watchdog 08
Ofsted, the University is particularly adept at training teachers who excel in teaching children from disadvantaged areas – further contributing to the social mobility effort. While 43 per cent of students are from Liverpool City Region, the University is also the largest recruiter of students from Northern Ireland, excluding Northern Ireland-based higher Institutions. In 2019, 1,987 students from Northern Ireland attended the University, up from 855 in 2004. This steady rise coincides with increased outreach activity in the country which began in a small number of regions in 1998 and was expanded in 2006 to target more areas resulting in coverage of the whole province in the present day. Both on the UK mainland and across the Irish Sea, Liverpool John Moores University is proving a powerful agent for change in terms of social mobility. The predominant focus of this report, however, is the University’s contribution to social mobility in Northern Ireland, where it is unlocking potential in some of the UK’s most deprived communities.
In 1998, with the dust settling on the Good Friday Agreement, leaders at Liverpool John Moores University sat down to consider what they could do to forge closer ties with their Northern Irish neighbours. Initially their focus was on the province’s talent pool from a staff recruitment perspective. But after extensive fact-finding missions across the Irish Sea, the opportunity emerged to create brighter prospects for young people in disadvantaged parts of Northern Ireland. With only two universities, Northern Ireland had limited higher education provision and demand for places was far outstripping supply. This remains the case today. Many young people in poorer communities were therefore effectively locked out of higher education if they missed out on these limited places since moving abroad may have been costprohibitive, or not even a known option. In setting out to change this and make studying at Liverpool John Moores University a viable opportunity for Northern Ireland’s youth, the University initially gathered invaluable intel from local teachers. A common theme fed back from numerous communities was that of low aspirations, with few disadvantaged young people seeing a future for themselves beyond Northern Ireland. Liverpool John Moores University responded by developing a successful outreach strategy working with schools and colleges to provide valuable information, advice and guidance about the benefits of higher education including increasing academic knowledge, social capital acquisition, and improved employment opportunities. And this effort has paid off, both in terms of generating a more diverse intake of students and in raising aspirations in Northern Ireland. Today it has a network of strong relationships with schools in Northern Ireland built on trust – in both the University’s ability to create a compelling future for students and its commitment to helping people in the most disadvantaged situations. Its strategy for targeting schools and colleges in Northern Ireland has focussed significantly on reaching young people in some of the most deprived areas of the region, particularly in respect to income deprivation and education, skills and training deprivation. Its interactions also provide information on the affordability of higher education and the associated statutory and institutional support available, including information on scholarships and bursaries offered at the University. Close links between outreach staff and careers advisors or teachers in Northern Irish schools have been critical to successful recruitment. Teachers are committed to providing students with access to Liverpool John Moores University in order to support their learners in broadening their horizons and ultimately fulfilling their potential.
Another pivotal factor is the success of the University’s Northern Ireland Applicant Day held annually in Belfast, with more locations planned for coming years. This is supported by all faculties at the University and also, crucially, by current students from Northern Ireland. Sharing their transformational experience makes a compelling case for pursuing higher education in Liverpool, and also helps to allay fears about moving away from home. The University’s Northern Ireland-focussed outreach activities include: School and college tours The University has a member of staff assigned to each secondary school and college across the province to support and provide expertise on University related matters throughout the year. In 2018/19 the University delivered 142 presentations in Northern Ireland schools/ colleges, reaching 8,855 prospective students. It also supports school and college careers fairs, during which advice and guidance is provided for parents as well as young people. UCAS Exhibition Every February the University attends the Northern Ireland UCAS Exhibition in Lisburn. School tours are scheduled to precede the exhibition in order to promote traffic to the stand, and prospective student data is captured for further promotion and marketing purposes. Northern Ireland Applicant Day The aforementioned annual event helps to raise the profile of the University with prospective students, and also supports parents with information about University life. In 2019, 130 students who attended this event enrolled at the University. An important element is the sharing of student finance information, helping prospective students and their parents understand the student finance system and outlining the pastoral support students can expect. Careers Advisors/Teachers event Every five years, the University funds an event for up to 50 Northern Ireland-based teachers and careers advisors. The event aims to inform colleagues about the University’s academic provision, facilities and student experience. Working with Northern Ireland Schools and Colleges Careers Association (NISCA) NISCA is the professional body for careers advisors in Northern Ireland. The University exhibits at its two conferences each year providing a key opportunity to network with teachers. Northern Ireland Residential The University co-ordinates opportunities for sixth form students to experience campus life as part of a residential event exclusive to Northern Ireland learners. Current student advocates Moving away from home is a significant barrier for many students when looking to find the best undergraduate course to help them fulfil their potential. Current Liverpool John Moores University students are encouraged to tell their story of making the journey from Northern Ireland to Liverpool. Peer identity and case studies are important aspects of the University’s social mobility drive. 09
Going the extra mile to be more accessible is a consistent theme across the University’s faculties and departments.
PROGRESSION AND RETENTION: ENSURING STUDENTS COMPLETE THE UNIVERSITY JOURNEY Outreach programmes keep a steady flow of students from disadvantaged backgrounds coming into the University. But supporting their progress through the higher education system is also vital in driving social mobility. Of course, like their peers from everywhere else, Northern Ireland-born students may experience unexpected challenges at University. A common problem is homesickness, which can be more pronounced for people from further afield. Many students come from rural parts of Northern Ireland which are a huge contrast to Liverpool, the bustling port city. Adjusting can be difficult. Coming from a particularly family-orientated background, as many Northern Irish students do, can also make settling in harder. Key elements of Liverpool John Moores University’s approach to these issues include: • Utilising older students to help deliver supportive services • Closely monitoring for signs that a student is experiencing problems – such as non-attendance of lectures and failure to submit work
Also, because the University does not own any halls of residence, and instead works with local providers, it is able to offer students a broader range of accommodation options. Through strong partnerships with property management companies, this means greater flexibility on price – making University more accessible to those on tighter budgets. More generally, Liverpool John Moores University works extensively to understand the challenges faced by students from areas of low-higher education participation areas, or those of multiple deprivation.
• Educating University staff about Northern Ireland culture and context
Across all departments, there is an awareness of the wider context of the individual’s life. As a result, staff are mindful of cultural and socio-economic challenges which, left unchecked, can affect course progression. It also works to carefully manage any inter-cultural tensions that may occur on a campus which is so embracing of diversity.
Financial problems can also hinder student progress. Due to differences in funding models, students from Northern Ireland are, on average, £2,500-per-year worse off than mainland UK students.
Through various activities, including internal research projects and analysis of external papers, it has a strong awareness of the student’s University motivations, preparedness levels and expectations.
• Offering training to staff in halls of residences on mental health and wellbeing
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Campus job shops which promote only those jobs which won’t overly impinge on the individual’s studies, and readily available financial advice, are both part of the solution.
This approach is always evolving, as new and emerging research findings continue to shape it. This is highlighted, for example, by its response to a 2016 study by MountfordZimdars et al. The study focused on identifying the challenges faced by Northern Ireland domiciled students in sustaining engagement in higher education. On the back of this research, a customised induction was developed for students from Northern Ireland and was piloted by the University through its facility, the Liverpool Screen School. Addressing gaps in a disadvantaged student’s University life-cycle, in terms of access, attainment and progression, is aided by its carefully drawn up Access and Participation Plan. Meanwhile, a subtle but impactful change in recent years has been a shift in the language of support services. Evidence suggests that the term ‘support’ can carry negative connotations and discourage students from accessing the vital assistance they may need to keep studies on track. This is particularly the case among male students, the University’s research shows. What most universities refer to as ‘support services’ is known as ‘the academic achievement team’ at Liverpool John Moores. This has helped to normalise the process of seeking help when challenges arise that could threaten an individual’s academic success.
In reflection of its hugely diverse intake of students, it strives to ensure everyone feels accepted on campus. Partly this can be seen through the range of inclusive curriculum materials used across its courses, which are designed to be representative of all ethnic and socio-economic groups. The University invests significant time and resources in supporting diverse groups of students through its Equality and Diversity team and Equality, Diversity and Inclusion Committee, chaired by the Registrar, and in supporting the student union’s elected representatives. These representatives include students who work with the University on issues specifically of race, gender and inclusion. Over the last year they have worked closely with senior academics and University library staff to review and develop the reading lists for courses throughout the University to ensure it is as inclusive as possible and provides students from all backgrounds with role models to inspire them.
Importantly, this guidance is available to students remotely out of term time when they may have returned home. This further protects against any problems or challenges that could push social mobility off course. It is also tailored to the specific context of the student. For example, the University has dedicated members of staff to support people who grew up in care. In fact, Liverpool John Moores University has an unusually broad definition of ‘care leaver’. It is considered to mean anyone who has experience of care, rather than the tight definition employed by most other universities as someone who spent a prolonged period of their youth in residential or foster care. The University is therefore accessible to more people who might have otherwise been unfairly disadvantaged because of their background. 11
SPRINGBOARD TO SUCCESS: EMPLOYABILITY AND STUDENT ADVANCEMENT While strong partnerships with schools are critical to Liverpool John Moores University’s social mobility push at the outreach stage, equally close bonds with employers are vital to the next stage of the student’s journey – finding employment. The University’s student advancement team is charged with accelerating students towards their chosen careers, and relationships are at the heart of this effort. Work experience, internships and other schemes at the confluence of campus and working life rely on partnerships between Liverpool John Moores University and employers. These are shaped by industry demands aligned to current and impending skills needs. The University also works closely with public sector authorities, including in the training of police officers, nurses and paramedics. Another approach designed to boost life experience, and therefore employability, is the University’s global study experience programme. Students, often from disadvantaged backgrounds, are given the chance to complete a shortterm learning experience in another country. This can be transformational for the individual, helping to broaden their horizons and raise aspirations. The opportunity to become a student advocate is also part of Liverpool John Moores University’s work to increase employability. Around 100 advocates are recruited each year and are given a number of duties, including delivering subject taster sessions and supporting younger students. This taking on of responsibility gives students a glimpse of working life and increases their confidence and belief in their own abilities.
WIDENING ACCESS: FACTS AND FIGURES Liverpool John Moores University works with schools and communities in some of the most disadvantaged areas of the UK. These interventions support progression to higher education for individuals from low socio-economic backgrounds, including white boys from the most disadvantaged backgrounds, BAME students, looked-after children, young adult carers and disabled students. As a result, the University consistently recruits a high proportion of students from low higher education participation backgrounds. As measured by POLAR4 (a system supporting the government’s increasing focus on social mobility) the University outshines many other English universities in terms of social mobility. 12
Currently, the average proportion of 18year-old entrants from “lowest participation neighbourhoods” is 12 per cent. At Liverpool John Moores University, however, this figure is 18.8 per cent.
Also, 32.5 per cent of all students at the University receive a bursary enabling them to fund their higher education. This figure is significantly higher (42.2 per cent) among students from Northern Ireland, reflecting the socio-economic demographics of students from this part of the UK.
OUTREACH DURING THE CORONAVIRUS CRISIS Liverpool John Moores University has continued its focus on Northern Ireland and Northern Ireland students during the 2020 coronavirus crisis – redoubling its efforts to support students, especially from disadvantaged backgrounds. During the coronavirus crisis, which has seen the closure of schools and colleges, it is widely recognised that those students from widening access backgrounds could face further disadvantage without the structure and aspirational support provided by formal education. With schools being key agents in enabling social mobility, Liverpool John Moores University has continued to be committed to working with teachers to provide the information, advice and guidance young people would normally receive from the University. In an effort to help learners see the possible and to negate against storing up inequalities of opportunity for the future, it has been particularly focussed on its relationship with Northern Ireland and has set up a range of virtual events specifically for this region designed to provide expertise on various higher education themes. A suite of online ‘chat events’ have taken place with different Northern Ireland school year groups, including Year 14 (due to start at Liverpool John Moores University in September 2020) who have immediate transitional queries to be addressed in respect to admissions, student finance, study skills support and wellbeing.
Liverpool John Moores University will be running a virtual summer school to provide support with some of these transitional issues which is of particular importance this year, given that students’ schooling came to an abrupt and premature end. For Year 13 students in Northern Ireland this time of year is usually important in researching universities for next year. Liverpool John Moores University is replicating what it would normally deliver face to face via webinars with schools and providing special support for students to tie in with the Open Week in lieu of the postponed Northern Ireland summer residential. Also, the University has reached out to parents and teachers providing bespoke online events to answer any queries about higher education. From a pastoral perspective it is known from experience that engagement with Northern Ireland parents is critically important in helping students to prepare for the move to Liverpool. Although schools are currently closed, teachers are still giving work to students via online platforms and have welcomed helpful Liverpool John Moores University engagements in which their students can take part. The outreach team communicates these engagements via a fortnightly digital bulletin to teacher contacts and continues to have meetings with Northern Ireland teachers to establish the specific needs of their school during this period. A key strategy for Liverpool John Moores University has always been to use its own students to tell their story to inspire the next generation. The student advocate role is paid employment of vital importance to Northern Ireland students in particular, and it has continued to provide work opportunities during the lockdown period. ‘Ask a student’ virtual events utilising its Northern Ireland students have been particularly successful. A virtual outreach section of the website has also been developed to include important presentations related to accessing higher education. For example, UCAS and how to write a good personal statement, and enhanced video content including Northern Irish students telling their story of moving from Northern Ireland. It also features short bite-size video taster sessions by other students of the subject they are studying at Liverpool John Moores University. Led by teacher feedback, the website now also incorporates enhanced content and resources for teachers to support them in their advisory role in respect to accessing higher education. A lack of IT equipment is an issue for some of the most disadvantaged in society, for whom the virtual support may not be easily accessible. The University is currently working with schools to see how it can develop printable resources, which can be sent home via the schools to reach those students currently unable to engage through digital platforms. 13
CASE STUDIES
ANDREA CRAIG
SECOND YEAR STUDENT IN TOURISM MANAGEMENT FROM NORTHERN IRELAND I completed the first year of my degree in Northern Ireland because I didn’t want to move away and get into too much debt. But, to be honest, I didn’t feel like I was getting the full, challenging experience. I was catching the bus there every day and it felt like I was still at school. My mum was a bit reluctant to let me come over here, but she understood that I needed this experience. What’s been really interesting is how many people from home I see here at the uni! But what really stood out is the people at John Moores and how welcome they’ve made me feel. I was really nervous coming over here for my second year because everyone else has already had a year to get to know each other. But they made me feel really comfortable and I’ve really settled in.
NIAMH MACCORMAC BSC (HONS) PSYCHOLOGY
It may seem daunting at first, but coming to Liverpool John Moores University is the best decision you will ever make. I’d advise anyone thinking of coming to be open minded and open to moving away for University as it provides you with so many opportunities, from exploring a whole new country and city and making new friends to growing as a person and developing incredible new skills and confidence. Initially, I’d had my heart set on going to University in the south of England but, after visiting a couple and researching accommodation and the cost of living, I began to think about Liverpool. I did some research into Liverpool John Moores and quickly found it to have high rankings for student satisfaction, teaching quality and future employment prospects. I got in touch with the admissions team who were able to answer any questions I had about how to apply. At Liverpool John Moores there’s a strong sense of community and your lecturers and tutors are always there to support you throughout your degree. I like the broad range of the course as there are so many aspects covered. This is particularly useful for your final year when you get to choose your modules and this helps you decide which topics you like the most. 14
My whole Liverpool John Moores University experience has been amazing, but my most memorable are getting to go on placement in Bali where I worked in a range of clinical settings, including psychiatric wards, centres for autism and centres for schizophrenia. This experience allowed me to gain a range of experience working with mental health professionals and has proved invaluable in strengthening my CV and future career prospects.
I am hoping to do a MSc in Psychotherapy after graduating. LJMU has helped me get here by providing opportunities for various placements throughout my degree, allowing me to gain relevant experience and, through my role as a student advocate, has allowed me to develop transferable skills such as communication and confidence. 15
MAYA DESHPANDE
MARIE MAGUIRE
BSC CRIMINOLOGY & PSYCHOLOGY I wasn’t able to travel to open days as most of the universities I had picked were in England and Scotland, so when Liverpool John Moores University held their applicant day in Belfast I was happy I could see somewhere. All the staff I spoke to there were so lovely and informative and the whole day had such a friendly and welcoming feel. They made moving to Liverpool seem so obviously like the right choice that I made the decision then to make Liverpool John Moores my firm choice University. Once you are there, I’d say be brave and go for it! There are so many opportunities that you didn’t know existed. Make the most of your University experience and take every opportunity that comes your way. There’s so many ways to get back home if you need to as travel links between England and Northern Ireland are great. One of my most memorable experiences has been all the work I’ve done as a student advocate. I’m proud of the things I’ve achieved in that role and how much it has helped me to grow as a person.
PRIMARY EDUCATION AND QTS The people I’ve met through it are just amazing and I’m so grateful. I especially like being able to work with people from other courses and I’ve loved learning about subjects I’d never get to study, from people who are so passionate about them.
I’ve really valued the opportunities and support I’ve received, I feel they genuinely want me to succeed and I never feel like just a number. I get so much freedom to study and research the areas I’m most interested in and have never had to write about a subject I don’t like. The city itself is so compact and friendly. With so much to do you can never be bored. I’d love to stay working in higher education and I definitely feel like Liverpool John Moores University is helping me get there. I‘ve had so many opportunities to work with different departments and I feel like I can ask for help to get where I want and there’s always someone willing to help me.
Moving from Northern Ireland can seem scary but Liverpool is a home from home. There are so many Northern Irish students there and the time goes so quickly between reading weeks. I would advise joining some Facebook pages and group chats in order to find your course mates or flat mates so you don’t feel like complete strangers when you meet. I applied for my course in early October and attended an interview in November. When I visited the campus for my interview, it felt extremely welcoming. My campus (IM Marsh) is smaller so it felt easier to be a part of the University community. All the staff I encountered on my interview day represented the University tremendously which mostly influenced my decision to choose John Moores as I knew I would be cared for, whilst still having independence. Everyone is treated and supported equally. I am kept busy but I’m still enjoying myself and, of course, everything is on your doorstep. I have aspirations to complete my degree and continue my profession as a primary school teacher as soon as I graduate. I can see myself teaching in Liverpool, then potentially moving back to Northern Ireland in the future. John Moores is increasingly supporting me to achieve these goals by supporting me, yet challenging me to achieve the best I can.
JAMIE HARRIS MSC DIGITAL MARKETING
I visited my friend in his first year at Liverpool John Moores while I was completing my BTEC and fell in love with Liverpool - the city, the social life and everything in between. I knew I wanted to leave home and Liverpool was a good place to start. It isn’t that much bigger than Belfast - super compact, easy to get to and from, cheap and obviously friendly. It is home away from home. There is always something to do and a lot of it is free. You can visit the Tate or the Cathedral or go out with friends in town. It’s such a social city. The Northern Irish and Irish connections to Liverpool are like nowhere else in the UK. I quickly felt comfortable there. Moving to a new English city will make you super independent especially after your first year if you move out of University accommodation. Your parents can only help you so much from a different country but this is why
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moving away is so good. It helps prepare you later on for adulthood. In your first year, prepare to make mistakes, and that is fine. Liverpool John Moores has supported me mentally with counselling, financially through the hardship fund, with my disability of dyslexia and, of course, academically. I don’t think any other University has as much in place as this one does to support students in every aspect. It has helped me excel through my courses.
I would like to work with clients - either for a company or brand or a management company who are online influencers with large social media platforms in Manchester, London, Dublin or further afield in Europe and go from there. In terms of my CV, Liverpool John Moores can help with their careers team finetuning it. 17
Social Mobility research conducted in 323 local authorities in England and Wales shows the top 20% of local authorities are labelled as ‘hotspots’, areas where social mobility is good, and the bottom 20% of local authorities are identified as ‘coldspots’, areas where social mobility is poor.
DATA ANALYSIS
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It is important to note that just because an area is designated a hot or cold spot based on the current rankings, that is not the complete picture. An area which is a social mobility hotspot for most indices can also mask a sharp decline in social mobility at different life stages such as early years. These complexities highlight that social mobility cannot be tackled with a ‘one size fits all approach’. Therefore, a thorough understanding of the challenges those individual communities face is vital and we assess social mobility below through those life stages.
NORTHERN IRELAND The Social Mobility Index is a measure of social mobility across England only. Within England, two local authorities are excluded from the Index: the Isles of Scilly and the City of London. In these cases, it is because too few people live in those local authorities for meaningful data to be collected. It is therefore difficult to compare social mobility in Northern Ireland – or any of the UK’s constituent countries – with the rest of the UK, owing to a devolved government with its own measures and policies which was not operational from 2017 to late 2019. Furthermore, Northern Ireland operates its own statistical agency which complicates the usage of data further.
MEDIAN WEEKLY SALARY
AVERAGE HOUSE PRICES COMPARED WITH MEDIAN ANNUAL SALARY
PERCENTAGE OF PEOPLE WITH MANAGERIAL AND PROFESSIONAL OCCUPATIONS
PERCENTAGE OF JOBS THAT ARE PAID LESS THAN THE APPLICABLE LIVING WAGE FOUNDATION LIVING WAGE
NORTHERN IRELAND
£501 (12)
4.9 (13)
26.3% (14)
23% (15)
ENGLAND AVERAGE
£443 (but not comparable as the NI data includes only full time employees and the English data contains full time and part time)
8 (but not comparable as the NI data includes the annualised salary data of full time employees only and the English data contains full time and part time)
30%
25%
Liverpool John Moores University has a large proportion of its students from Northern Ireland, thus an understanding of the issues faced in Northern Ireland is required in order to develop specific priorities for their Northern Irish student population.
The two pieces of data that are directly comparable show that the area has fewer people in managerial and professional occupations, and there are slightly more jobs which pay at least the Real Living Wage.
Not being included in any Social Mobility Index and data collection being subject to a different statistical agency presents a challenge for examining how best to improve social mobility in the Belfast area. Many measures are not directly comparable due to differences in the exact data that is collected.
The UK government’s Social Mobility Barometer 2018 report also revealed that people in the UK feel there is an urgent need to ensure people can improve their social mobility. When questioned on whether social mobility is a postcode lottery, respondents in Northern Ireland ranked joint first in believing that it is (16). 19
LIVERPOOL RIVERSIDE EARLY YEARS: 532
LIVERPOOL RIVERSIDE ANALYSIS LIVERPOOL RIVERSIDE
Percentage of Nursery providers rated outstanding or good by Ofsted
86
Percentage of children eligible for free school meals achieving a good level of development
45
SCHOOLS: 202
SCHOOL Riverside is ranked at 202 out of 533 in the school life stage. A higher percentage (87%) of people eligible for free school meals attend good or outstanding primary schools compared to the national average of 83%, but despite this attainment at primary school is still low – only 30% of FSM eligible children attain a good level of reading, writing, and maths by the end of KS2, worse than 39% across England. A slightly better attendance rate at good or outstanding schools amongst those eligible for free schools meals (73% in Riverside compared to 72% nationally) results in significantly better attainment levels: with an average attainment 8 scores of 44 in Riverside compared to 39 nationally, this is Liverpool Riverside’s best ranking at 66/533.
LIVERPOOL RIVERSIDE
Percentage of children eligible for FSM attending a primary school rated outstanding or good by Ofsted
87
Percentage of children eligible for FSM achieving at least the expected level in reading, writing and maths at the end of Key Stage 2
30
Percentage of children eligible for FSM attending a secondary school rated outstanding or good by Ofsted
73
Average Attainment 8 score for pupils eligible for FSM
44
YOUTH: 287
Liverpool John Moores University is located in the city constituency of Liverpool Riverside. The area is overall very poor for social mobility, at 474/533 it is a social mobility coldspot.
YOUTH Ranked at 287 out of 533, Riverside falls in ranking at the Youth life stage indicators. Eighty-six per cent of young people who were eligible for free school meals find themselves in a positive destination (defined as being in education, employment, or training) after having completed Key Stage 3. This is slightly worse than the national average of 88%. Young people eligible for FSM achieve 28 A level or equivalent points, which beats the national average of 26, but a lesser percentage of FSM-eligible young people achieve 2 or more A Levels or equivalent at 31% in Riverside compared to 34% as a national average.
LIVERPOOL RIVERSIDE
Percentage of young people eligible for FSM that are not in education, employment or training (positive destination) after completing KS4
386
Average points score per entry for young people eligible for FSM at age 15 taking A-level or equivalent qualification
28
Percentage of young people eligible for FSM at age 15 achieving two or more A-Levels or equivalent by the age of 19
31
ADULTHOOD ADULTHOOD: 259 Median weekly salary of all employees who live in the local area
20
LIVERPOOL RIVERSIDE 412
Average house prices compared to median annual salary of employees who live in the local area
5
Percentage of people that live in the local area who are in managerial and professional occupations
37
Percentage of jobs that are paid less than the applicable Living Wage Foundation living wage
19
Percentage of families with children who own their home
40
EARLY YEARS Liverpool Riverside is the second worst constituency in England for social mobility prospects at the Early Years life stage. Just 86% of nurseries in the constituency are rated as good or outstanding by Ofsted, much worse than the national average of 93%. In the other measure, the percentage of children eligible for free school meals achieving a ‘good level of development’, Liverpool Riverside is ranked 497 out of 533; 45% of those children achieve a good level compared to a national average of 53%.
At the adulthood life stage, Riverside ranks at 259 out of 533, a fairly middling performance. However, the picture is still quite complex, with several indicators placing it just outside the top 100 but others placing it just outside the bottom 25. Although many more jobs than average pay at or above the real living wage than in England as a whole (81% in Riverside vs 75% in England), average earnings are still below the usual rate at just £412 weekly compared to £443 nationally. There are also many more managerial and professional jobs in Riverside than in England as a whole, with 37% of jobs in Riverside being in that classification compared to just 30% nationally. The worst metric in this life stage is the rate of home ownership: at just 40%, Riverside ranks at 508/533; this is despite houses being significantly more affordable at just five times the annualised salary compared to an average of eight times nationally. 21
COVID ANALYSIS
LIVERPOOL’S LARGEST SECTORS SECTOR
As well as considering the social mobility baseline for a community, our analysis also reflects the developing impact of Coronavirus on opportunity. The Office for Budget Responsibility’s Covid Reference Scenario predicts that the economy of the United Kingdom will contract by 35%, with unemployment potentially peaking at 10 million. But just like the issue of social immobility, the impact of the coronavirus pandemic is varied across the UK. While the 35% national average figure is high in itself, it is the case that some areas – predominantly in the North West and Midlands – will see their economic growth reduce by almost 50%. Only one of the twenty hardest hit areas are in the South East or London. In addition to the significant diversity of geographic impact estimated by the Centre for Progressive Policy, the Resolution Foundation point to previous data suggesting that there is likely to be a large impact on those leaving full time education and graduating into an economy in the midst of turmoil. In the 2008 Recession, the unemployment rate across the whole population rose from 5.2% in 2007 to 8.5% in 2011; for those with GCSE equivalent qualifications the unemployment figures were 22% in 2007 and 32% in 2011.
An exacerbating factor for those leaving full time education without a degree is the varied impact of the virus on different sectors of the economy. While sectors such as financial services will emerge from the coronavirus pandemic relatively unscathed, with a contraction of just -5%, sectors like retail and hospitality, which have a higher proportion of workers who haven’t completed higher education, will contract by -50% and -85% respectively. So the data suggests a varied and profound impact across locations, ages, and education levels. This has a worrying impact for social mobility in the United Kingdom, as we predict that 8 out of 14 measures used to calculate social mobility will be impacted. We have combined existing place based social mobility analysis with the predicted impact of coronavirus to estimate the size of a community’s developing “Opportunity Gap” and ranked these throughout England. From our analysis we believe that there are 16 areas in England at risk of a ‘double opportunity hit’: already amongst the worst areas for social mobility, they are going to be particularly badly hit by coronavirus. These areas are Babergh, Bolsover, Broxtowe, Cannock Chase, Corby, Crawley, East Cambridgeshire, East Northamptonshire, Erewash, Melton, North Warwickshire, Norwich, Rutland, South Derbyshire, Tamworth and Wellingborough.
LIVERPOOL’S ECONOMY SECTOR
22
GVA (£M)
GVA (%)
DECLINE (%)
1 Accommodation and food services
418
3.2
-85
2 Administrative and support services
523
4.0
-40
3 Agriculture, mining, electricity, gas, water and waste
180
1.4
-17
4 Construction
560
4.3
-70
5 Education
987
7.6
-90
6 Financial and insurance activities
816
6.3
-5
7 Human health and social work activities
1564
12.1
8 Information and communication
947
9 Manufacturing
GVA (£M)
Human health
1564
Real estate
1351
Wholesale and retail
1287
Manufacturing
1181
Public administration
1006
BIGGEST IMPACTED SECTORS SECTOR
PREDICTED DECLINE (%)
Education
-90%
Accommodation and food
-85%
Construction
-70%
Other services
-60%
Manufacturing
-55%
The top five sectors in Liverpool’s economy are human health, real estate, wholesale and retail, manufacturing, and public administration. One of these, manufacturing, is also in the five worst impacted sectors. Liverpool is largely buffered from taking a larger hit to its economy by having a large human health and social work sector, which has been noted as being the largest differentiator of the areas which are at higher or lower risk of impact.
LOCAL AUTHORITY
OPPORTUNITY GAP
RANKING
Corby
318 1
+50
South Derbyshire
310 2
7.3
-45
Wellingborough
308 3
1181
9.1
-55
Melton
306 4
10 Professional, scientific, and technical activities
817
6.3
-40
North Warwickshire
296 5
11 Public administration and defence
1006
7.8
-20
Liverpool
152 166
12 Real estate activities
1351
10.5
-20
13 Transportation and storage
706
5.5
-35
14 Wholesale and retail (including repair of motor vehicles)
1287
10.0
-50
15 Other
585
4.5
-60
Our analysis shows that Liverpool is the 166th most impacted area in England, out of 310. While some constituencies within Liverpool are coldspots, the area as a whole is not. A very large human health sector allows Liverpool’s economic contraction to be ‘just’ 32.87%, slightly better than the nationwide hit of 35%. Out of 317 local authority areas in England, Liverpool is the 270th most hurt. 23
INSIGHTS AND ASSESSMENT Liverpool John Moores University demonstrates a focussed and empathetic commitment to social mobility and social inclusion and its approach is uniquely shaped by the regions it serves. It has recognised the nature of the social and economic difficulties facing the population in the city of Liverpool and has developed strong links with the community there over many years so that it is in a good position to encourage those young people with no family experience of higher education to consider it as a well-informed option. It offers them the opportunity to improve their own prospects as well as that of their city. It has also successfully developed a strong relationship with Northern Ireland, a region which has always had close links with the city of Liverpool. It has sought to understand the barriers that have historically prevented young people in Northern Ireland from considering the possibility of going to University and then provided a comprehensive support network for them so that they fully benefit from their time there and achieve their full potential. Liverpool John Moores University’s approach to their Northern Ireland students is a reminder to all organisations that success in unlocking the potential in disadvantaged areas is much harder to achieve with an off the shelf approach. It recognises that the nuances of the communities targeted should be carefully considered, and all contextual barriers addressed. Their tailored approach, which considers 24
every element of the student journey and is underpinned by their own research, has shown how successful that can be. The University has also delivered a lesson in patience in terms of driving real transformation of outcomes in struggling communities. It recognises that short term fixes are poor substitutes for a thorough, longer term approach and the embedded social mobility model seen today has, in fact, been two decades in the making. Of course, its long history of supporting the working classes, particularly in Liverpool, have given it a wealth of experience to draw on. Absolutely essential to the model, through which everything else flows, however, is the symbiotic bond between the University and schools across Northern Ireland. As a result of these relationships there is now a near seamless flow from secondary to higher education, ensuring that Liverpoool John Moores University can tap into the potential in the region and facilitate real change there. Families which at one time had no graduates in their ranks are now seeing sons and daughters going off to University, inspiring others in their communities to do the same. This looks likely to continue for years to come, since the University has future-proofed its social mobility approach by closely tracking research findings on the issue and adapting accordingly.
The University has a member of staff assigned to each secondary school and college across Northern Ireland to support and provide expertise on University related matters throughout the year. 42.2 per cent of students from Northern Ireland receive a bursary to help fund their higher education, a significantly higher figure than the 32.5 per cent of all students at the University, reflecting the socioeconomic demographics of students from this part of the UK. About 100 student advocates are recruited each year as part of the University’s work to increase employability. Their duties include delivering taster sessions and supporting younger students.
Both Liverpool and Northern Ireland have been significantly affected as a result of previous recessions, and recovery has been slow. The extended economic and social impact has been hugely detrimental to areas which were already home to some of the most disadvantaged communities in the country. Liverpool John Moores University has taken a well considered approach to the issue across the board to ensure that young
people from these areas are not as likely to be left behind in the aftermath of the coronavirus pandemic and provides resilience to their communities as a result. They, their schools and their parents are well-informed about each stage of going to University so they have a much clearer idea of what course will suit them, what will be expected of them when they are at University, what help is available for all the financial, practical and emotional issues that might arise on the way and, finally, of the career options that may be available to them. The role of Student Ambassadors, as in normal University life but further highlighted during the pandemic, has helped reach out to potential students who value their lived experiences and advice. Liverpool John Moores University has established itself as a University that takes an innovative approach to boosting social mobility. As this report has highlighted, it has worked hard to break down the many potential barriers that hold back talent and has invested in supporting both staff and students to reach their potential. It has put in place systems and processes to break down those barriers, especially around economic disadvantage, disability and gender bias. It has built bridges that deliver opportunities directly into the communities that need them most. 25
The Social Mobility Pledge has been working with more than 50 universities to bridge the opportunity gap for our young people, particularly those who are furthest away from a level playing field. It is challenging those universities to become levelled up universities which put social mobility at the heart of everything they do.
RECOMMENDATION
Our recommendation is that Liverpool John Moores University should further extend its links with Northern Ireland as part of its commitment to the national recovery following coronavirus. It should work to increase the numbers of communities it reaches but also, crucially, to seek to go beyond undergraduate courses, reflecting the need for many in Northern Ireland to upskill and reskill as a result of the economic downturn. Liverpool John Moores University can play a key role in the development of this work, building on its best practice which is centred around the deep and meaningful outreach it undertakes there. As this report notes, Northern Ireland has been particularly vulnerable in the past to economic recession, partly as a result of its relatively weak private sector which continues to be the most pessimistic region in the UK for output growth in 2012. Twenty-seven per cent of its jobs are in the public sector, compared to a figure of 16.5% across the United Kingdom although Liverpool John Moores can take advantage of this as many of its students have traditionally gone on to work in it. Following the 2008 financial crisis, it suffered the longest and deepest recession of anywhere in the United Kingdom, as well as the slowest recovery. The most recent PMI (Purchasing Managers’ Index) data suggest that since the pandemic Northern Ireland suffered the sharpest decline in business activity compared with any other UK region, with outputs and orders falling at its fastest rate since the survey began in 2002. Some predictions have forecast that its economy will shrink by 7.5% this year. The ‘Opportunity Bridge’ campaign, run jointly with the Social Mobility Pledge, would help to ensure that Northern Ireland does not see a similar legacy to that of previous recessions which led many communities to feel left behind.
Liverpool John Moores University has a unique role to play and should focus on extending the opportunities that it can create for young people there.
As part of this, Liverpool John Moores University could consider how to further target access opportunities to identified underrepresented groups, increase the length and breadth of their early engagement and further develop progression tracking and development targets for those
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involved in outreach access programmes. It should also look at its employees’ and students’ lived experiences to assess how they can expand their staff recruitment network, potentially further enhancing the opportunities for returnees. The University could consider whether it can extend its Masters degree offer to accommodate more graduates who may be considering this in response to the current economic situation, particularly in Northern Ireland. It could also look at the delivery of its Masters courses, given that will change in any case following the pandemic, and whether remote learning sessions could run alongside other learning activities. Particular consideration should be given to mature students in the region and how they could be targeted for specific outreach. Links with employers could be further developed to evaluate how there might be wider engagement with them, including the use of virtual internships. The University might also explore how to engage its employees and students on developing clear impact reporting of their community partnerships and monitoring, how closing social mobility gaps can be benchmarked and progress shared amongst all employees and students. By committing to employee and student-led development, it will be demonstrating that social mobility is strongest in organisations which are willing to challenge themselves, ask difficult questions and to understand why, despite goodwill, the opportunity gaps still exist. It is crucial to work with employees and students in this way, to develop how a University can go above and beyond to further break down internal and external social mobility barriers. It drives motivation and engagement amongst employees and students because they are able to feel part of a wider purpose. That purpose is the foundation of positive engagement – it’s the core ingredient that makes a truly engaged culture. The country’s recovery from the pandemic will require a sharp focus on place. Many communities which already face huge social and economic problems will be significantly impacted, with the young and the disadvantaged the worst affected. The role of universities in that recovery is crucial delivering highly educated, highly skilled young people back into their communities who can take advantage of the ideas, innovation and skills that will help both the people and their communities thrive. The Opportunity Bridge campaign will help Liverpool John Moores University play its part in supporting the people and communities of Northern Ireland. 27