PURPOSE COALITION & LIVERPOOL HOPE UNIVERSITY
IMPACT REPORT
Higher education is a key driver of social mobility. For those from more disadvantaged backgrounds and for underrepresented groups who do not have the connections and networks that more privileged groups can access, it can be life-changing. I know from my own experience that going to university and getting a degree was transformational.
Universities have done a huge amount of work in recent years to widen access and participation, reaching into communities with little or no experience of higher education, to inspire, encourage and inform young people so that they recognise that university can be an option for them. That has had a significant impact on social mobility and made a difference to countless lives.
The career and life prospects of graduates, and the social capital they develop at university, is important but the influence of universities extends far beyond that. As anchor institutions in their communities and under the leadership of their vice-chancellors, they can boost local economies by providing a talent pipeline of graduates with the skills that employers need which, in turn, attracts further inward investment. The world-class research undertaken at universities across the country not only informs their teaching but is also key to tackling the challenges that the world faces today, from climate change to serious disease, while at the same time driving cutting-edge innovation and economic growth in their local areas.
The partnerships they sustain with public and private organisations, businesses and charities serve to encourage a strategic approach to the work that they undertake.
Liverpool Hope University is a higher education institution which is deeply rooted in its community, in a city which has a long-standing tradition of social justice. It has reaffirmed its ambition to make a difference in the communities it serves through its commitment to the Purpose Goals process. This report tracks and evaluates its progress against the framework of the 14 Goals, focusing on key life stages as well as the barriers that prevent people from getting on, such as health and wellbeing and digital connectivity. It highlights the University’s key strengths, featuring some great examples of the outreach work it undertakes in a wide range of schools. Many students work within the community as part of their degrees and actively contribute to the University’s work with those who need the most support. Importantly, the report also recommends ways in which it can go even further to extend that impact.
I hope that Liverpool Hope’s authentic approach towards working for the common good will serve as inspiration to all those who are interested in the practical and impactful steps that can be taken to level up communities. There is still a long way to go to combat the lack of social mobility in this country but this report shows how a university can spread opportunity in a meaningful and targeted way.
I am delighted to announce the partnership between Liverpool Hope University and the Purpose Coalition. Our university, with its rich history of empowering first-generation students, understands the transformative power of education in building a more equitable society.
There are clear synergies between the objectives of the Purpose Coalition and those of Liverpool Hope which has always been motivated by serving the common good. From our pioneering role in education for the poorest communities in the 1840s, right up to the present day, the institution has been driven by the importance of social justice for all.
We are proud that many of our students (54%) come from areas of multiple deprivation and work hard to engage with these groups to ensure that they understand the benefits that higher education can bring to them and their communities. From our outreach work with schools to the information provided at open days, we want to make it clear that Liverpool Hope not only welcomes diversity but actively encourages it and moreover has embedded inclusive practices to support students before, during and after they study with us.
During their time at University many of our students work in the community, either on placements as part of their academic study, or as volunteers on the University’s Service and Leadership Award scheme and see for themselves the difference that they can make.
As a University we are clear that more has to be done across the whole of our society to achieve equal opportunity for all. This report, and the collaboration with the Purpose Coalition, helps to identify what we have achieved and what we can still do as both a provider of higher education and an anchor intuition for our City Region.
From the research that we carry out, to embedding the skills that employers need within our curriculum, we are committed to ensuring that a university education makes a real difference to the life opportunities of Liverpool Hope graduates.
In short, we want to encourage students from disadvantaged backgrounds to be empowered and to take the leap into higher education. In turn, we are committed to supporting them every step of the way.
Together with members of the Purpose Coalition, we anticipate a future marked by enhanced social mobility and expanded opportunities across our society.
We want to encourage students from disadvantaged backgrounds to be empowered and to take the leap into higher education.
The Purpose Coalition evaluates organisations using a set of 14 interconnected goals that measure social impact. These goals are shaped by expertise from academia and business, adapted to tackle unique challenges in the UK. Inspired by Rt Hon Justine Greening’s role in establishing the UN Sustainable Development Goals (SDGs), the Purpose Goals are tailored for the UK context. These goals emphasise environmental, social, and economic aspects, aiming to inspire action. Justine’s post-Government efforts led to the creation of the Social Mobility Pledge and the Purpose Coalition, working to enhance social mobility across the public and private sectors in the UK.
Focused on critical life stages and challenges, the Purpose Goals aim to level the playing field across the UK. Collaboratively developed, they
guide actions and track progress. Liverpool Hope University is partnering with the Purpose Coalition to address the pressing issues facing society, with the underpinning goal of achieving equality of opportunity for all.
The Purpose Coalition uses the Purpose Goals, supplemented by tools like the Cost-of-Living Taskforce, to evaluate organisational efforts and promote best practices. Launched in February 2021, the Purpose Goals build on the UN SDGs, addressing UK-specific challenges in a time of potential levelling down.
The Purpose Goals provide a shared framework, uniting diverse efforts for change. As a prominent member of the Purpose Coalition, Liverpool Hope University aligns with these goals to drive transformative action. Collaboration is essential due to the interconnected nature of issues contributing to inequality.
Fostering the exchange of best practices, the Purpose Coalition comprises purpose-driven businesses, universities, councils, and NHS organisations. The Goals facilitate cooperative sharing of knowledge, aiming to combat the persistent issue of poor social mobility in the UK through cross-sector partnership.
Liverpool Hope University is committed to excellence in scholarship and community life. The University’s distinctive philosophy is centred on educating the “whole personmind, body, and spirit - in the pursuit of Truth, Beauty, and Goodness”.
Its approach is characterised by its status as the only university foundation in Europe, and the USA, where Catholic and Anglican colleges have collaboratively formed an integrated, ecumenical Christian foundation. This collaboration, unique to Liverpool Hope, was formed through the influence of Bishop David Sheppard and Archbishop Derek Worlock in the 1980s. Their commitment to faith and bridging religious divides led to the unification of communities within the city of Liverpool. The amalgamation of three colleges - St Katharine’s (1844), Notre Dame College (1856), and Christ’s College (1964) - resulted in the adoption of the name ‘Hope,’ inspired by Hope Street that connected the Liverpool cathedrals.
Liverpool Hope University marked its 175th anniversary in 2019, tracing its roots back to the founding of the first college in 1844. The founding colleges were pioneers in opening higher education to a broader segment of England’s population.
The Privy Council granted the right to use the University title in July 2005, with research Degree Awarding Powers subsequently granted in 2009.
Liverpool Hope University draws strongly on its missions and values – which underpin the current and forward looking academic and pastoral aspects of student life.
Committed to an approach of inclusion and compassionate diversity of thought, the University embraces a diverse student body, fostering a culture of research and scholarship, preparing graduates for service for the common good. This is underpinned by its distinct valuesTruth, Beauty, and Goodness. This educational philosophy reflects that of its Foundation Trust, with the University aspiring to create a welcoming, hospitable, and caring community.
Liverpool Hope University values justice, solidarity (or hope) and practical wisdom and attributes such as perseverance, scholarly dedication, and the well-rounded formation of its graduates. With a 175-year history, the University’s commitment to education and community development remains central to its purpose and wider social impact approach. The educational mission emphasises the holistic development of individuals within the broader community, fostering unity in a city characterised by passion and pride. The Christian foundations of Hope provide a solid bedrock on which to build some very modern values, and the University has developed a strategic approach to being socially responsible as a university, instilling that responsibility in its staff and students, and raising the aspirations of prospective and current students alike.
During the Covid-19 pandemic, the Hope community, comprising staff and students, collaborated to support frontline workers in the city. Initiatives included raising funds, collecting equipment, and providing essential resources. The Hope Community Engagement team, building on these efforts since March 2020, continues to evolve, fostering connections between the Hope community and the city. Beyond the pandemic, this initiative aims to encourage ongoing collaboration and community engagement.
In 2021 Liverpool Hope University refreshed its focus on how it supported the aspirations of its students and those who were thinking about attending university. As part of this, it took the ambitious move of creating a new Student Futures Directorate. This new team would have responsibility for student recruitment, student development and employability, and alumni engagement – all the areas where supporting aspiration, personal and professional development, and encouraging social mobility, are key. Student Futures was launched in 2022, resulting in a successful integration of once separate teams.
The vision, that is being realised, is one where a prospective student’s exploration of their career and development aspirations are supported throughout the outreach and recruitment process, during their time as students at Hope, and beyond this as they embark on their career after graduation. Rather than just focussing on recruitment by marketing courses to students with an interest in a subject area, Hope are actively looking to match students to the right course that will serve their very real personal growth plans. Alumni are becoming more involved in supporting current students’ professional development through volunteering, and in turn are also developing themselves.
Hope is looking to challenge prospective and current students alike (and alumni) with the question “where and who do you want to be in the future?” and “how can the university help you get there?”. Liverpool Hope is social mobility in action for the vast majority of its students.
The whole student journey cycle approach facilitated by the Student Futures team is a commitment to the fact that social mobility is not just something that means students get into university, but that they continue to require expertise and guidance to maximise the opportunities that studying can offer. Hope believes that true inclusion is not just about having an open door to all, but in making systemic changes so that all have the right tools to take advantage of the opportunities presented.
Throughout this report, Liverpool Hope University’s purpose, and how this is delivering social impact to its students, its staff and the wider community will be assessed. This process will culminate in an analysis and the offering of strategic recommendations that will offer areas where the University can redirect its efforts or can make even more of an impact.
In this next section, Liverpool Hope University’s current best practice will be benchmarked against the Purpose Goals.
Strong foundations in Early Years
4.1 Goal 1: Strong Foundations in Early Years
A lack of strong foundations in Early Years is one of the major barriers to opportunity. Getting the best possible start in life is crucial - a strong foundation in early years education is the cornerstone of social mobility.
Liverpool Hope contributes to Goal 1, through its partnership with local early years providers and its research excellence.
4.1.1 Supporting local NHS Provides Members of the Nutrition team within the School of Health and Sports Sciences work closely with local NHS providers and academic institutes to offer training around nutrition to midwives. This is important as these midwives will pass this onto pregnant women and it can therefore lead to health improvements in children.
The team also provides nutritional information for Mamafit – a local physical activity initiative aimed at pregnant women and new mothers.
The Department of Psychology have also set up an MSC in Applied Developmental Psychology that has a placement aspect with multiple local providers.
4.1.2 Research and leadership on early years development
There are several examples of where Liverpool Hope University’s expertise in early years development has seen the institution taking a leading role in both local and international initiatives.
Liverpool Hope’s Early Childhood team has played a key strategic role in the governance group for the Liverpool City Council led bid for UNICEF Child Friendly City status since its inception in 2019. This
initiative seeks to build and evidence child rights-based programming in the local council area and achieve impactful change against the strategic priorities of equity, health and place identified by the young people of the city.
Academic and students at Liverpool Hope also designed an innovative young children’s engagement toolkit in line with these strategic priorities which has been used as a model in other local authority areas. Research on children’s rights with children, parents and practitioners through a strategic partnership with Children’s Centres in the city’s most disadvantaged areas has developed advocacy with and for the youngest citizens and generated important insights into young children’s perspectives.
A key challenge for the Early Childhood sector is advocacy to improve the quality, status, pay and conditions for those who care for young children. Research demonstrates that well before children enter school, those from disadvantaged backgrounds are significantly behind their wealthier peers. In relation to the role of higher education, a graduate-led workforce is crucial to delivering quality provision for disadvantaged children but lack of political investment impedes this aspiration.
In response to this challenge, Liverpool Hope was a key contributor to the development of a new professional accreditation in the field, the Graduate Practitioner Competencies, a Level 6 Professional qualification undertaken alongside the BA Hons in Early Childhood. This programme addresses challenges of employability and career progression where graduates are strategic leaders of sectoral change and champions for the needs and rights of children in the early years.
A key success factor of the programme is an innovative partnership working with a range of stakeholders in the community including Children’s Centres in the City’s most disadvantaged neighbourhoods.
Successful school years 2
Successful school years are a crucial part of not only a young person’s academic development but also their wider personal development. Even prior to COVID-19, research suggested that by the time disadvantaged young people finish secondary education the difference in learning between them and their peers equated to 19 months by Key Stage 4.
Due to its leading teacher training provision and targeted school outreach, Liverpool Hope makes a strong impact against Goal 2.
Teacher training is critical to the country’s overall provision of successful school years. Liverpool Hope University is enhancing the quality of school education through its innovative teacher training programmes.
Liverpool Hope achieved accreditation for initial teacher training (ITT) in May 2022 and was rated Good by Ofsted during Round 1.
Due to its leading teacher training provision and targeted school outreach, Liverpool Hope makes a strong impact against Goal 2.
The Intensive Training and Practice (ITaP) developments, established through partnerships in Initial Teacher Education (ITE), are vital in fostering professional growth and implementing cutting-edge research-informed teaching practices within schools.
Liverpool Hope’s teacher training programme goes beyond traditional approaches by incorporating primary placements in the secondary programme. This innovative approach supports the development of essential numeracy and literacy skills while ensuring a seamless transition for students. Of particular note is the emphasis on Special Educational Needs and Disabilities (SEND) placements, showcasing the University’s commitment to adaptive teaching in secondary settings and inclusivity for all learners.
These partnerships have facilitated collaboration between the University and schools, and in the planning and development of valuable resources and teaching materials. The engagement has been perceived by schools as not only beneficial but also as opportunities for continuous improvement.
The University Centre for Professional Learning and Development has played a central role in offering a diverse range of Professional Learning and Development (PLD) programmes. These programmes cater to both primary and secondary schools, providing support for teachers at various stages of their careers. Critically, programmes targeting key areas such as Special Educational Needs and Disabilities (SEND) have been implemented - including Postgraduate Certificates in Autism, Dyslexia, and the role of Special Educational Needs Coordinator (SENCo).
Liverpool Hope University is also contributing to the development of future educational leaders through programmes like the Postgraduate Certificate in Education Leadership and Management and a targeted Masters award.
These initiatives - along with smaller 30-credit modules - are equipping aspiring leaders with the necessary skills and knowledge to navigate the complexities of educational leadership.
The University offers the Church School Governance Training programme (non-credit bearing) to support governors in church schools. The programme takes place online so can be accessed UK-wide. Staff members also provide leadership consultancy for several Dioceses to look at a range of things, including the skills gaps, recruitment shortages and leadership competencies.
Another way in which Liverpool contributes to successful school years is through its role as a validating partner for Ambition Institute for their PGCE. Ambition Institute helps schools, trusts and teaching school hubs to increase access to high quality professional development. The organisation is committed to helping educators that serve children from disadvantaged backgrounds.
The Department of Geography and Environmental Science contributes to this goal through its STEM activity on ‘What impact does tectonic activity have on Earth?’ which is part of the Key Stage 2 curriculum.
Liverpool Hope University stands out for its proactive engagement with local schools, embodying a commitment to improving education within its community. The University’s initiatives encompass a range of activities, delivering meaningful connections and contributing to the wider raising of standards in the region.
The University undertakes a number of school visits throughout the North West and further afield. These visits serve as forums for dialogue, with the aim to build collaborative partnerships and facilitate the exchange of knowledge between the University and local schools.
The successful partnership with HAYSa recruitment and progression specialistis a testament to Liverpool Hope’s dedication to practical skill development. Over 100 students benefit from one-to-one mock interviews, a collaboration that extends to matching trainees with schools in their preferred areas of work. This initiative not only boosts the confidence and readiness of future educators but also strengthens the connection between academic training and the real-world demands of teaching.
The University maintains ongoing relationships with local institutions, like its collaboration with Cardinal Heenan Catholic School. Liverpool Hope actively contributes by providing teaching materials and a sharing of expertiseembodying its continued commitment to being a valuable resource for the local educational community.
Liverpool Hope University has also pioneered a directory for collective worship in Catholic schools across England and Wales. This initiative reflects the University’s dedication to supporting and improving the spiritual dimensions of education, as well as a holistic approach to student development.
Its School of Creative and Performing Arts has established partnerships with various schools and institutions, including St Margaret’s Primary School, Beacon Primary School, Gateacre High School, Dixons Broadgreen Academy, The Shewsy Community Centre, The Anglican Cathedral, and Hope for Kids in the Community.
As a result of this partnership, students from local schools have participated in several events at the Creative Campus, including the Steps to The Future pantomime led by Level H Applied Theatre students, taster days where local students visit the Creative Campus to support their engagement in the arts and to learn more about university programmes, and workshops and events catering to local schools during the University’s annual Angel Field Festival.
During last year’s Angel Field Festival, in collaboration with Liverpool’s ADHD Foundation, there was a dedicated afternoon performance of ADHD The Musical where partner school students received free tickets to the show, and transportation was organised by the university so these students could attend. During Eurovision 2023 in Liverpool, the University led
a project that connected local schools, Hope University, and the City of Liverpool through collaborating with local school children with special educational needs to compose and record, ‘You Are Not Alone’, the first song release on the University’s Wild Hope record label.
These collaborations extend to the School of Mathematics, Computer Science, and Engineering, which actively conducts school visits and hosts robotics workshops on campus.
Liverpool Hope University is driving inclusivity through its interactions with early years settings. The University is undertaking critical initiatives, including language-teaching programmes for Level I students engaging directly with asylum seekers. This applies to both students on the accredited GPC route, as well as those on the non-accredited route who undertake placements. This not only equips students with valuable skills but also contributes to a culturally diverse and inclusive academic environment.
At the heart of Liverpool Hope’s commitment to inclusion is the University Centre for Professional Learning and Development. Here, a diverse range of Professional Learning and Development (PLD) programmes have been designed for primary and secondary schools. These programmes support teacher development and Continuing Professional Development (CPD) at every stage of their careers.
Special Educational Needs and Disabilities (SEND) is also a key focus area, with specialised PG Certificates in Autism, Dyslexia (Externally accredited by the British Dyslexia Association), and the role of Special Educational Needs Coordinator (SENCo). The University plays a key and proactive role in preparing educators to create the most inclusive and supportive learning environments.
4.2.4.
Hope Park Sports is the University’s Sport Complex, providing excellent opportunities for leisure, fitness, study and research.
In delivering against Purpose Goal 2, Liverpool Hope offers key benefits to children of its staff through the Complex:
The University runs Kids Camps for ages 5 – 13 years that are designed for children of staff and mature students. Feedback of the facility is very positive with 77.8% of parents who provided feedback rated the camps 10 out of 10. And 100% of parents also said they would book their children on to the camps again.
Feedback from parents has also been very positive:
A big thank you to everyone involvedMichael absolutely loved his days at Hope Park Sports! Please offer it again and in other holiday periods and half terms - we would absolutely use it (and would happily book well in advance if that was helpful)”.
My boys absolutely loved this camp, will definitely use again. Staff and set up was brilliant”.
In its commitment to contributing to Successful School Years, as well as a dynamic educational offering, Liverpool Hope University is delivering an innovative outdoor learning programme centred around Plas Caerdeon. The University owned Plas Caerdeon Outdoor Education Centre in North Wales delivers residential outdoor activity courses to a wide range of external groups, including schools, youth groups of all ages, University students and staff.
Plas Caerdeon has established close ties with 15 primary schools and several secondary schools, hosting annual Outdoor and Adventurous Residentials. This ensures a broad spectrum of students, regardless of background, can benefit from immersive outdoor experiences.
The Chief Instructor’s collaboration with Much Woolton School, for example, showcases Liverpool Hope’s dedication to community support and the development of holistic educational spaces.
Plas Caerdeon also actively engages with the local community by providing voluntary support to a community-run swimming pool and climbing wall. The provision of activity days during school holidays for the Boys & Girls Brigade and local families is evidence of the University’s commitment to extending outdoor learning experiences to diverse age groups and community members.
In supporting formal educational programmes, Plas Caerdeon collaborates with secondary schools to provide facilities for the Duke of Edinburgh’s Award Scheme. It hosts other universities for Field Studies Courses and Outdoor Degree programmes, an indicator that Liverpool Hope embraces Plas Caerdeon’s role as a collaborative hub in advancing outdoor education.
The outdoor learning programme plans to also deliver a range of Mountain Training Courses, including Navigation, Paddlesport, Rock Climbing,
and soon, Mountain Biking. The University aspires to become an approved external provider for Cadet Forces, along with partnerships with prestigious organisations such as British Cycling, Canoe Wales, and Mountain Training.
Ensuring equality of opportunity, Plas Caerdeon actively supports work experience placements for secondary school students and third-year degree students, offering hands-on learning experiences.
4.2.6. City-wide Leadership
Liverpool Hope University takes a proactive role as anchor institution, spearheading city-wide initiatives aimed at raising school standards and broadening access to higher education.
At the core of this commitment is the University’s partnership with ‘Shaping Futures,’ where it actively participates at the Board level. Shaping Futures is a partnership designed to provide secondary schools and colleges across the Liverpool City Region (LCR) with comprehensive, impartial information, advice, and support related to Higher Education. Through collaborative efforts with other partner institutions, Liverpool Hope is fully dedicated to widening access and providing impactful outreach activities for young people in the Liverpool City Region.
The University’s outreach and student recruitment activities strategically focus on widening access, especially for students growing up in areas of multiple deprivation and low participation. Leveraging a local recruitment approach and acknowledging Liverpool’s status as a borough with high levels of deprivationLiverpool Hope actively recruits from the LCR, the North West, Northern Ireland and beyond.
Liverpool Hope’s commitment to improving attainment and early aspiration is evident through its hosting of children’s University graduation ceremonies, bringing primary school-aged children onto campus.
Building strong relationships with schools is a cornerstone of Liverpool Hope’s outreach efforts. The University has established partnerships with 117 account schools across the UK, with 25 in the top tier, managed by five dedicated Account Managers. This approach ensures enduring connections and impactful engagement with schools. In the most recent full academic year, Liverpool Hope made 165 school visits, taking the University out to schools and colleges across the UK, including in some of the North West’s most disadvantaged areas.
The University also provides secondary school pupils aged 11-16 with firsthand exposure to a campus-based university through visits. These visits include workshops on independent study skills, University exploration, ambition raising, and essential life skills such as cooking, budgeting, and laundry. Liverpool Hope’s active participation in HE fairs, careers fairs, mock interviews, and open evenings reinforces its commitment to guiding students in their postsecondary school journeys.
Showcasing its dedication, Liverpool Hope designs bespoke subject taster days for pupils aged 11-16, combining academic taster sessions with general outreach workshops. The University’s attendance at the NI summit - an exhibition tailored for Northern Irish secondary school pupils - outlines its commitment to assisting students in making informed choices about their futures.
Within the School of Health and Sport Sciences, the Nutrition team is actively developing a recruitment strategy targeting school and college leavers in Liverpool in areas marked by high levels of deprivation. This initiative, commencing in November 2023, aims to inspire increased engagement with higher education. The Human Biology subject area complements this effort by undertaking outreach activities with account schools to encourage greater participation in higher education.
4.2.7 Research links
The University also has several areas of research that contribute to this goal.
The Department of Psychology has specific research links to The Read to support the development of literacy skills.
The University collaborates with the Centre for Culture and Disability Studies and the National Society for Education in Art and Design through the development of research partnerships with schools to promote this work.
The Department of Geography and Environment Science also provides educational resources through the Sands of Time website. This site provides information on the sand dunes of the Sefton Coast - looking at how the coast has changed in the past, what is happening today and some possible future conditions. It supports understanding of the importance of natural processes in the conservation of soft coasts, especially amongst the local communities and visitors to the Sefton Coast.
4.3. Goal 3: Positive Destinations post 16+
Every young person and adult deserves to have the choice between a high-quality route in education, employment or training.
More young people are becoming the first person from their family to go to university and it’s vital that this path isn’t blocked for those with the potential and who want that choice.
Liverpool Hope University is committed to building a diverse talent pipeline through different entry points into higher education. Through this commitment to breaking down any barriers to opportunity, it is contributing to Goal 3.
Liverpool Hope University is committed to Purpose Goal 3 through a comprehensive and inclusive talent pipeline.
The University is focused on improving the employability of young people with disabilities. Its contributions provide valuable insights and strategies, ensuring that pathways post-16+ are accessible to all:
• As mentioned in Goal 2, it collaborates with the Centre for Culture and Disability Studies and the National Society for Education in Art and Design. Going beyond theoretical frameworks, this partnership actively develops research collaborations with schools, opening up diverse avenues for students with disabilities.
• Liverpool Hope also engages with Sandfield Park School, particularly through the Disability Studies programme.
• It has also engaged with Disability and Deaf Arts (DADAFest), showcasing the University’s role in creating positive and inclusive destinations for young people living with disabilities, fostering a sense of belonging and empowerment.
The Centre for Excellence in Teacher Training (CET) actively engages with Childwall Abbey School, fostering community connections as part of the wider ChildwALL Together partnership. This community engagement extends beyond traditional education, preparing young people for transitions into work or higher education.
In the School of Mathematics, Liverpool Hope actively engages with younger pupils, inviting older students for advanced talks in computer science and providing professional experience opportunities to 12-year-old pupils. This initiative not only nurtures their interest in mathematics and computer science but also contributes to the early stages of talent development, fostering a pipeline of diverse skills.
4.3.2. Apprenticeship and Internship Opportunities
Liverpool Hope University is committed to nurturing talent through a number of pathways, including a robust apprenticeship and internship offering.
In the Estates department, the University has successfully employed two apprentices who underwent tailored training as part of the scheme. This reflects a commitment to providing hands-on practical experience and professional development within the University’s operational framework.
The University’s engagement in a social work programme with the Liverpool City Council also exemplifies a strategic alignment of academic programmes with real-world impact, contributing to the development of skilled professionals in needed fields.
Liverpool Hope’s School of Creative and Performing Arts stands out for fostering impactful partnerships. The Liverpool Hope Graduate Theatre Company - with 42 apprentices to date - and initiatives like HMP2Hope, featuring prison projects such as ‘Piece of Mind,’ ‘Odyssey on the Airwaves,’ ‘Podcasts for Prisoners,’ and others, showcase its commitment to diverse and impactful opportunities.
In the School of Social Sciences, Liverpool Hope facilitates internships with Childwall Abbey School, enriching students’ learning experiences while actively contributing to the broader community. Partnerships with the Liverpool City Council Targeted Support Service outlines the University’s dedication to supporting young people in considering a wide range of practical training options through meaningful outreach and engagement work.
The School of Social Sciences also has a large, successful programme (at both BA and MA levels) in Social Work – training local practitioners for the national market. The School is a member of the Cheshire and Merseyside Social Work Partnership which brings together local higher education institutions, local authorities and Third Sector Organisations to plan workforce development for the local region.
In addition, the School is the only Merseyside based university providing accredited courses in Youth Work and in Community Development (via the MA Youth Work and Community Development). The students leave with dual recognition awards and are actively ensconced as key local providers of relevant services.
The School’s provision in Health and Social Care and Disability Studies also provide students (who gain relevant work experience on their courses) to fulfil a range of relevant jobs across the sector locally.
The students leave with dual recognition awards and are actively ensconced as key local providers of relevant services.
The Business School has also run a very successful Insight to Business Awards programme. It works with a range of local partners, facilitating over 20 internships each year. These internship awards are made to second- and third-year students. Many of these ultimately result in job offers, with all of the internships enhancing the employability of the participants and value to the employer.
As previously described, the Student Futures Directorate at Liverpool Hope University was created to focus on guiding students through higher education and beyond by employing a model that looks at aspiration raising ‘in the round’. The team works particularly in the post-16 age range to encourage young people to consider higher education, not only at Hope but more widely.
The University actively opens its doors to secondary school and college pupils aged 16+, providing immersive on-campus experiences. Workshops cover essential topics, including independent study skills, university selection, UCAS processes, personal statements, student finance, and practical life skills.
It also participates in fairs, such as those hosted by UCAS, What Uni Live, UK University Search, and the National School and College Leavers Festival - as part of its commitment to engaging with prospective students and delivering valuable information.
Liverpool Hope maintains an active presence at various educational events, including careers fairs, mock interviews, and open evenings, demonstrating its dedication to providing information, guidance, and support for students’ next steps after secondary school. The University also participates in on-site UCAS or ‘next step’ days, enriching the learning experience for Year 12s and Year 13s.
Through Student Futures, the University is developing an enrichment programme for Year 12 pupils, including sustained interaction with the university environment. This programme spans five weeks, emphasising skill development and offering subject tasters in the creative
and performing arts. These taster sessions offer young pupils practical, hands-on opportunities to experience university life. For example, during a taster session for music students from Dixon’s Broadgreen Academy, Year 12 students joined in a performance seminar, rehearsed in the University’s theatre, toured the campus, and met with university staff members to discuss educational pathways in music.
The service also offers personalised support - including in-person and virtual Personal Statement checks. Collaborations with schools and commitment to running campus visits for pupils with SEND highlight the University’s dedication to inclusivity and equal opportunities.
Beyond activities in England, Liverpool Hope critically engages with Northern Ireland through the ER&M Roadshow, visiting schools and hosting Get Into Teaching events. The NI Applicant Day further supports Northern Irish applicants, providing essential information for informed decision-making.
Once students are at Hope, the Student Futures team then guides them in the best way to broaden their university experience to develop their employability through advice, training and experiences. The resources that students have access to during this time remain available to them after they graduate for two years. In the years after graduation, the team continue to support alumni with their development, whilst also facilitating alumni involvement in student-focussed activity such as mentoring, and providing case studies for prospective students to consider, thus completing the circle of support. The Alumni-University relationship is life-long.
Right advice and experiences 4
Access to the right advice and experiences at the right time can unlock opportunity throughout a person’s life.
Getting great access to career advice and the chance for those wider experiences that broaden horizons and set schoolwork in context are vital. Working out how we can consistently provide high quality careers advice, support, mentoring and access to work experience is a vital step in improving social mobility.
A lack of advice or experience can often provide a barrier to people getting on in life. Through work experience, internships and other opportunities, Liverpool Hope is supporting its student against this goal.
4.4.1. Supported Internship Programme
Liverpool Hope University’s Supported Internship programme, now in its second year for 17-19 yearolds from Special Educational Needs (SEN) schools, has received a Partnership Award from the Council for its impactful initiative.
The programme employs an anonymised shortlisting process and has plans to join the Disability Confident initiative. To broaden its reach, the University advertises through the JobCentre+ - targeting underrepresented groups - and explores the Career Commitment to ensure a comprehensive approach to student development.
The Student Learning team also collaborates on a Supported Internship with students from Childwall Abbey School - offering internships in various departments - including the library. This initiative extends to one-off work experience weeks for young people interested in library work.
The University’s commitment to practical work experience extends further to Special Collections, where volunteers provide hands-on experience for students interested in pursuing Masters-level study or careers in archives and records management.
In the Creative and Performing Arts School, Liverpool Hope University has established partnerships with various institutions, including Hillside Care Home, West Derby; Gateacre High School; St Margaret’s Primary School, Anfield; Liverpool Hope Theatre Company; Tate Liverpool; Everyman and Playhouse Theatre; and HMP Liverpool. These collaborations provide diverse opportunities for students and young people in the community to gain valuable advice and experiences in chosen fields, as well as transferable skills such as applied creative practice, communication skills, and self-confidence. These research skills are at the heart of the School of Creative and Performing Arts outreach and engagement programmes.
The School also runs a summer research project scheme which offers students a valuable and enriching opportunity for research engagement and experience of working in a research environment. For the 2022/23 Academic Year, 64 students were awarded the scholarships, enabling them to delve into well-defined, shortterm research projects alongside their supervisors. These projects were not only an opportunity for students at Level I to gain first-hand experience in a research environment but also a stepping stone to their progression to Level H.
A student from the programme said: “This scholarship was a turning point in my academic journey. The experience of working closely with a supervisor on a real-world problem was invaluable.
“I never knew research could be so engaging and fulfilling. The poster day was an amazing opportunity to showcase our work and learn from others.”
A staff member added: “It has literally helped the students take flight in their studies. It is an excellent scheme and next year I would like to have more students... Many thanks for making this a regular feature of our student experience. “This initiative is more than just a scholarship; it’s a launchpad for these young researchers. The quality of work presented at the poster day was impressive and indicative of the programme’s success.”
4.4.2.
Liverpool Hope University prioritises providing students with diverse work experiences, aligning academic knowledge with practical insights to prepare them for successful careers. All students are given the opportunity of having a placement year and getting hands on experience in their subject area.
One example of this is the School of Law and Criminology where third year students are offered a placement option, supported by a dedicated work
placement tutor and Placements administrator. This hands-on experience ensures students gain real-world insights into the legal sector.
The School of Mathematics, Computer Science, and Engineering takes a proactive stance in offering students practical preparation for their careers. Through collaborations with the Employability team, the school provides career talks, maintains ongoing connections with alumni for support and references, facilitates placement years with industrial links, and organises informal lectures on technical interview questions.
Similarly, the School of Humanities also offers comprehensive work placements, enhancing student experiences. This is particularly prevalent in the form of museum placements and dissertations in history.
In the School of Creative and Performing Arts, employability is embedded into each programme. For example, in Music, all third-year students create a work placement portfolio, where they undertake a range of placements connected to their area of interest in music studies and then critically reflect on those opportunities. Students have gained invaluable employment experiences in music education through placements in local schools; in music production through working in local professional recording studios; in composition and performance through opportunities collaborating with university partners Liverpool Sound City, the Hope Metropolitan Orchestra, and the IMMIX Ensemble; and many other diverse employment opportunities in music.
By the third year of the Graphic Design course, students engage in internships and freelance work as professional graphic designers. The programme also offers opportunities to obtain the professional accreditations of Adobe Certified Professional status and accreditations by the International Society of Typographic Designers.
4.4.3. Work Experience in the Community Liverpool Hope University seamlessly integrates academic knowledge with key practical insights.
In the Business School, the University runs Business Simulation competitions and Recruitment events for feeder schools. Here, sixth form students from various schools engage in virtual company management, honing managerial, marketing, and business skills essential for the job market. This initiative not only preps students for university-level interactive sessions but also provides a firsthand taste of real-world business dynamics.
The Student Futures programme, in collaboration with the School of Health Sciences, exemplifies the University’s commitment to community engagement. Two students from a local Liverpool school are offered a week of work experience, shadowing Lab Technicians to gain valuable insights into the day-to-day operations.
Liverpool Hope University also offers extensive employability guidance and advice to its own students. This includes support for part-time work on campus, internships, placements, and employability skills training, ensuring students are not only academically proficient but also equipped with practical experiences vital for their holistic development and future success.
The University also runs an on-campus jobs service - Hope Works. It connects students with part-time, paid work opportunities.
Previous jobs have included student ambassadors, catering assistants, writing and study skills mentors and sports coaches. Hope Works gives students the opportunity to earn money, develop skills and experiences for their CV and get application and interview practice.
The Department of Geography and Environmental Science Department also has a partnership with Cumbria Tourism to develop student employability in the rural economy.
The Global Centre provides support for international students and international opportunities for all students.
It oversees approximately 60 international partnerships with likeminded institutions of higher education around the world. These bring students from countries, including India, Japan, the USA, the Philippines, Canada, Nigeria and Switzerland into undergraduate and postgraduate classes for a semester.
The Centre provides opportunities for Liverpool Hope students to undertake study or placements with exchange partners in the USA, Canada, Hong Kong and Europe.
The University’s international volunteering programme, Global Hope, provides 4-week project-based opportunities for students and staff to volunteer on Sustainable Development Goal-focussed projects in India, Sri Lanka, Brazil, Peru, South Africa and Japan.
4.5. Goal 5: Open Recruitment Careers, academic opportunities and professions should be open to people of all backgrounds through transparent, accessible and open recruitment practices.
Ensuring that all careers and opportunities are open to the widest possible range of people really matters.
Liverpool Hope is committed to Goal 5 through its widening participation focus and its alternative routes into higher education. It has also recognised the impact that the organisation can have as an employer and is reshaping its own recruitment process to be more open.
4.5.1. Recruitment Processes
Liverpool Hope University is actively engaged in reshaping its recruitment processes as part of the organisation’s wider commitment to openness and diversity.
The University has implemented an anonymised shortlisting process, ensuring fairness and impartiality in candidate evaluation. It is also in the process of joining the Disability Confident initiative, demonstrating a commitment to fostering an inclusive work environment.
Liverpool Hope takes proactive steps to reach underrepresented groups by advertising through the jobcentre, promoting opportunities to a diverse range of candidates. The University is also exploring the Career Commitment, signalling a dedication to creating a supportive and dynamic work environment.
Within the School of Education, strategic partnerships are being developed with Liverpool City Council’s race equality officer. This collaboration aims to implement strategies that will effectively widen the diversity of the teaching workforce, contributing to a more inclusive and representative educational landscape.
4.5.2. Inclusive Academic Pathway
In its meeting of Purpose Goal 5, Liverpool Hope University creates inclusive academic pathways, recognising the diverse needs and potential of all students.
The University has developed alternative entry requirements for those without the standard UCAS points, ensuring that access to education is not solely determined by traditional measures. It supports wider access to programmes in Education at the PG Cert level by offering Partner School Discounts and Group Discounts. Open recruitment 5
This collaboration aims to implement strategies that will effectively widen the diversity of the teaching workforce, contributing to a more inclusive and representative educational landscape.
One such alternative route into the University is the 30 credit level 4 microcredential course that has been developed at level 4. This is aimed at teaching assistants at schools and has an alternative assessment as part of the entry requirement.
Within the School of Social Sciences, recruitment efforts for disability studies programmes emphasise the importance of disabled academics as role models. These programmes attract a significant number of disabled students who appreciate the advocacy, activism, and academic profile of the work within the school.
The ‘Bridging the Gap’ initiative within the School of Social Sciences demonstrates a commitment to encouraging and facilitating underrepresented students from Black and Global Majority
backgrounds to enter the Social Work profession. This initiative reflects a broader dedication to diversity and inclusion.
Liverpool Hope University extends its inclusive approach to the local community by informally supporting young people from Childwall Abbey School and Liverpool City Council Targeted Support Service. Projects are developed to bring these young individuals to campus, providing them with an opportunity to experience Liverpool Hope University and encouraging higher education routes.
It also has a wider comprehensive Care Leavers and Estranged Students Strategy across the University, ensuring both have the necessary support and resources throughout their time at university.
career progression
The chance to keep developing once in work and progress in a career isn’t just important from the perspective of increasing an individual’s earnings, it’s about how employees and students can continue to feel challenged and learn even once they have left their school years behind. Organisations that work out how to provide opportunities for colleagues to keep growing and moving forward will do better.
For both students and colleagues, Liverpool Hope University plays a key role in transitioning individuals at key life stages. Whether taking the next step in their career while working with the University, or in setting up undergraduates and postgraduate students to excel once exploring opportunities in the world of work.
4.6.1.
Liverpool Hope University is dedicated to promoting career progression through its innovative Student Futures service, providing tailored opportunities for graduates to enter the workforce and develop essential skills.
The Student Futures team provides comprehensive advice and facilitates experiences for Hope students, which will enhance their employability. The majority of the students that attend Hope are first in their family to attend university and come from areas where there is low participation in higher education. The advice, guidance and experiences that Hope students access when they engage with the Student Futures team is invaluable in helping them continue their social mobility journey.
The team also offers four Graduate Advocate roles through a dedicated graduate scheme. Aimed at Liverpool Hope graduates, the programme spans 12 months, with the option to extend for another year for suitable candidates. Graduates in these roles acquire fundamental skills in office etiquette, basic workplace functions - email, phone, working with colleagues - and personal skills like punctuality and workload management.
The programme goes beyond general skills development, offering graduates the chance to specialise in Events Management, Outreach, or CRM Management. This ensures that graduates not only enter the workforce with a strong foundation but also gain expertise in specific areas relevant to the evolving job market.
Liverpool Hope University also prioritises the professional growth and development of its colleagues, offering a range of initiatives across the university as a whole:
• Providing a range of training and Development for all staff (including leadership and management training).
• Colleagues are actively encouraged to apply for and participate in Advance Higher Education’s Aurora Programme in Women’s Leadership Development. The Aurora Programme comprises a structured pathway for leadership development, empowering colleagues with the skills needed for higher-level roles.
• The University set up a Women in Leadership Group in 2022 to identify actions which would facilitate the advancement of female academic staff.
• There is an equality and diversity objective to increase the underrepresentation of women in senior posts.
Individual schools also promote career progression in various ways:
School of Humanities:
• A dedicated mentoring scheme supports new staff, providing them with guidance and support as they integrate into the academic environment.
• Research mentoring ensures that colleagues engaged in research activities receive valuable support and guidance from experienced mentors.
• The ‘leadership conversation group’ creates a platform for discussions on leadership, fostering a collaborative environment for those interested in leadership roles.
• Colleagues have the opportunity to contribute to new performance review stakeholder meetings, ensuring their input is valued and incorporated into the review process.
• The subject-level research and teaching development mentorship scheme in Criminology is designed to support junior colleagues in their journey toward promotion. This scheme exemplifies a commitment to the professional development of colleagues within specific academic disciplines.
The Department of Psychology:
• The Department operates using sound mentoring principles (based on those used by Ashridge International) to support staff career development – including developing future leaders.
• A School-wide mentoring scheme, in which newly hired academic staff members are paired with established staff members to learn more about School and University processes, to address any questions about working at Hope, and to share good practice, thereby supporting professional growth.
By providing mentorship, leadership programmes, and opportunities for input, the University empowers colleagues at all career stages to thrive in their roles and pursue advancement.
• In addition to the above mentoring scheme, there is a separate research mentoring scheme in which early-career researchers across the school are paired with established researchers within the School to develop short-term and long-term research plans.
• As part of the academic year, there are opportunities for staff members to share their research in progress with School of Creative and Performing Arts colleagues in research panel presentations on campus.
• Learning and Teaching Communities of Practice specifically developed by and for Creative Campus colleagues, such as the Decolonising the Curriculum CoP and the Sustainable and Environmentally-Aware Approaches to Learning and Teaching in the Creative Arts CoP.
Liverpool Hope University’s comprehensive approach to colleague progression reflects a commitment to creating a supportive and collaborative work environment.
By providing mentorship, leadership programmes, and opportunities for input, the University empowers colleagues at all career stages to thrive in their roles and pursue advancement.
4.6.3. Working Opportunities with the University As part of its progression and experience student offering, Liverpool Hope University offers work opportunities across the campus and its services. These are critical for real-world experiences and access to financial resources.
• The School of Law and Criminology is equipped with a dedicated career advice and support tutor, as well as a placement administrator, to raise awareness and provide essential support for law students.
• Career development skills are seamlessly integrated into the curriculum, improving the teaching and learning experience for students.
• Hope Park Sports (HPS) provides valuable student work opportunities with ongoing training and support in roles such as fitness instructors, class instructors, and sports coaches.
• Annually, HPS employs 10-15 student workers, fostering a dynamic and inclusive work environment.
• The institution offers an in-house 10-week fitness course designed for students with no prior experience or qualifications in the fitness industry. Of the participants, 8 students were awarded a fully funded, industry-recognised fitness instructor qualification. All 5 students who completed the course were subsequently offered paid work at HPS.
• Notably, between 2019 and 2023, 13 student staff members transitioned to full-time employment within the fitness sector, showcasing the tangible impact of these opportunities. Two of these students successfully established their own Personal Training businesses.
• The Liverpool Hope University Graduate Theatre Company is a professional theatre company that offers opportunities for students to use art as a force for positive change and to create meaningful experiences connecting art with the local community.
• This company has given performing arts students the chance to work creatively with residents at Hillside Care Home; to facilitate a creative camp for 13–21-year-old disabled students from the Splice Disability Inclusion Projects; and to partner with the Anglican Cathedral Liverpool to facilitate workshops for young choristers.
As part of its progression and experience student offering, Liverpool Hope University offers work opportunities across the campus and its services.
Case Study - the School of Social Sciences
Liverpool Hope University's School of Social Sciences comprehensive work is evidence of the University’s wider commitment to Purpose Goal 6 - Fair Career Progression. It conducts a number of innovative and impactful career initiatives that bridge academic learning with practical experiences.
Across the School, paid internships have been established to bolster students' employability and career development. These internships provide valuable 'on the job' training, encompassing essential skills such as time and project management, health and safety protocols, mentoring, and career development.
Notable examples include: 'Bridging the Gap' Ambassadors' Award:
• Collaboration with Liverpool City Council.
• Activities include recruitment in community and further education settings, designing events, and promotional activities.
• Raising aspirations around social work and educating on the field's nuances.
• Developing communication skills with diverse backgrounds.
• Involvement in project steering group meetings and contributing to marketing and promotion research.
Creative Community Practitioners Award:
• Linked to the School's Community Engagement Team (CET), fostering wider community engagement.
• Develops professional skills and experiences in creative activities within the community.
• Covers percussion and musical skills, photography, and art and craft activities.
• Enhances skills in working within communities and running sessions collaboratively.
Photography Award:
• Focuses on developing photography and photographic skills to address social issues.
• Captures experiences of disability, poverty, social inequality, and un/healthy lives and cities.
• Students create a portfolio for showcasing the school's work and generating socially relevant art.
Level I CET Placements:
• The Youth Work and Community Development Team supports 6-12 students annually from Health and Social Care / Health and Wellbeing courses.
• Involves face-to-face work with community members, staff, and students as part of the CET team.
Through these initiatives, the School of Social Sciences not only enhances students' academic learning but also nurtures their practical skills, fostering fair and inclusive career progression. By linking education with real-world challenges, Liverpool Hope University contributes significantly to creating well-rounded professionals prepared for diverse career paths.
However talented a person is, being trapped in debt or being unable to access capital massively hinders access to opportunity. Whether it’s being able to afford day to day essentials and housing or putting money aside to have a decent retirement, managing money and getting good advice and skills to do so can make all the difference in people being able to make the most of their potential.
During the cost-of-living crisis access to savings and credit crucial, Liverpool Hope has targeted financial support for both students and staff.
4.7.1.
Liverpool Hope University is leading the way in the sector for its proactive widening of access to higher education for a diverse range of students. The University’s commitment is reflected in a multifaceted approach to financial support, ensuring that economic constraints do not impede academic aspirations.
The University offers 10 scholarships annually valued at £3,000 each. The criteria encompass various factors, including being a mature student, a care leaver, having a disability, belonging to a minority ethnic group, residing in a deprived area, or hailing from regions with low university attendance rates.
• Tailored support for UK care leavers under 25, who have spent a minimum of 13 weeks in Local Authority care since age 14.
• Residential students benefit from a 50% accommodation discount and a catering package, ensuring a conducive learning environment.
Flexible Payment Plans:
Acknowledging the financial challenges some students face, the University offers flexible payment plans. These plans enable students to manage tuition and accommodation costs by paying in stages over the academic year.
Hardship Fund and Cash Advances:
• The University’s hardship fund is a crucial resource for undergraduate and PGCE students facing financial difficulties.
• Non-repayable grants, with awards up to £3,000, provide vital support for students with essential costs exceeding their income.
• Cash advances are extended to students experiencing delays in statutory student funding, ensuring short-term financial needs are met promptly.
4.7.2. Supporting Students
Once students are enrolled at the University, it continues its compassionate and committed offering.
The launch of an integrated Student Life directorate in 2021 brought together all the support teams to provide a holistic approach to supporting students. This ensured consistency in the level of services to all students and created an accessible and direct route for all student needs. The Student Life teams provide a confidential and approachable service to ensure all students get timely and appropriate support in an environment where the student feels confident to ask for help.
As the majority of the students that attend Hope are first in their family to attend university and come
from areas where there is low participation in higher education, the Student Life teams are structured to ensure the students are given the confidence to seek support and get advice. Across the service there are specialist advisers with lots of experience of working and supporting recent Hope graduates and senior students.
Student Life offers employment to recent graduates and senior students in a whole range of pastoral roles. Engagement Officers are recent graduates who provide a frontline daily service where students can access immediate advice or organise an appointment with a specialist adviser. Engagement Officers ensure students receive initial support and follow up on outcomes. This removes some of the barriers and stigma that students feel when raising an issue or concern. Feedback from students is that they find the accessibility of the service builds their confidence and that they feel supported.
Liverpool Hope designs tailored support packages specifically addressing the needs of individual students and groups of students with additional support requirements. This includes:
• The needs of care leavers and estranged students, covering accommodation and financial considerations.
• The needs of carers with additional finance, flexibility in timetables and support plans to ensure students receive a consistent and agreed support in all aspects of student life.
• Support for neurodiversity, including a dedicated named advisor, access to halls prior to term starting and a fully equipped accessible sensory room.
• The Safe Taxi Scheme ensures the safety of all students by providing immediate provision of
taxis and covering costs for unforeseen incidents, offering a reliable means for students to get home safely. The University’s free shuttle bus service also seamlessly connects each campus - including the city centre - facilitating convenient and cost-free transportation for students.
In addition to prioritising safety and accessibility, Liverpool Hope University actively campaigns against period poverty, recognising the importance of addressing this issue for the wellbeing of its students. Student shops contribute to affordability by offering an Essentials at Hope range where the University operates on a nonprofit model, ensuring low prices for students on essential goods.
The University’s student-facing catering services are costed at a gross profit, significantly lower than the broader hospitality sector’s standard. This cost-effective approach prioritises affordability for students in the first instance. Conferencing initiatives are strategically utilised to subsidise catering costs - ensuring that students benefit from both quality and affordability in their daily campus experiences.
4.7.3.
This approach is also extended to the University’s approach to staff, acknowledging the importance of their wellbeing to the wellbeing of the students and the organisation more widely.
The University offers:
• Pre-retirement pension planning sessions
• Mid-career planning sessions
• Financial Planning training
• Access to counselling services
• Access to ongoing CPD
• Staff wellbeing days and events
4.8. Goal 8: Good Health and Wellbeing
Good health and wellbeing are often a precursor to a person being in a position to make the most of their talents in education, training or in work.
The COVID-19 pandemic has shone a stark light on the health inequalities the country has and how they impact on wider life. The statistics on diverging life expectancy give a clear sense of how communities even living side by side can have very different outcomes.
Liverpool Hope’s impact against Goal 8 is varied – from its research excellence and links to local health providers, to its physical and mental wellbeing support for staff and students.
4.8.1. Academic Expertise
Liverpool Hope University’s School of Health and Sport Sciences plays a pivotal role in promoting good health and wellbeing through its academic expertise. In the Nutrition department, collaborations with local, national, and international organisations, including the NHS, provide students with valuable placements and internships, fostering real-world experience. The Sport and PE department facilitates regular engagements with recruitment firms, exposing students to industry opportunities, while partner links offer insights into potential roles within sports clubs.
The Sport Rehabilitation programme - accredited by a professional body endorsed by the Professional Standards Authority - also equips students with a comprehensive skill set in musculoskeletal injury assessment, treatment, and prevention, ensuring a direct pathway to
employment. The Human Biology and Applied Biomedical Health programmes incorporate work and vocation insight sessions, offering focused careers expertise and advice, along with offsite visits for firsthand exposure to various work environments, including the NHS blood and tissue bank and Bioscience Labs in industry.
4.8.2.
Liverpool Hope University is dedicated to fostering physical wellbeing across its campus, with notable initiatives led by the Hope Park Sports team:
• Free Sports Complex Membership: Introduced in 2016, this initiative offers free access to the sports complex, including the gym, sport hall, astro, 3G, and fitness classes, subject to a nominal administration fee of £25. This has significantly reduced cost barriers, leading to a substantial increase in staff and student engagement in physical activities.
• Staff Fitness Classes: Exclusive fitness classes for staff, such as the Female Strength Programme, attract regular participation with 10 attendees.
• Staff Wellbeing Week: Conducted in partnership with Personnel, the week includes 27 staff fitness movement assessments and attracts 58 participants in Tai Chi, Yoga, and Pilates sessions. This also extends to health testing, such as cholesterol and blood pressure measurements, bone density testing and massages being made regularly available for colleagues.
• Personalised Gym Programmes: Tailored gym programmes and advice are provided to cater to individual fitness needs.
• Staff-Only Sport Sessions: Organised activities like badminton and football create opportunities for staff to engage in sports.
• A staff walking group provides an opportunity for staff of all levels of fitness to join a weekly walk staff led to local woods or park.
• Targeted Wellbeing Programmes: Specific programmes aligning with physical, mental health, and wellbeing, including National Fitness Day, World Mental Health Day, and University Mental Health Day.
• Induction Week Activities: Activities during induction week, including the use of BIA machines, provide staff and students with a basic understanding of their physical health, with over 60 people measured over 5 days.
• Awareness Promotion: Collaborative efforts with the Community Engagement team involve the promotion of awareness supporting mental health and wellbeing, offering ideas and guidance.
• Community Tai Chi Sessions: A partnership with the Community Engagement team extends the initiative to the local community, offering Tai Chi sessions with 25 weekly attendees over a 12-week period.
Liverpool Hope University’s comprehensive approach to physical wellbeing ensures accessibility, awareness, as well as engagement for both staff and students in promoting a healthier campus environment.
Staff wellbeing is an important part of this, and wellbeing champions are nominated in all departments across the University to promote a healthy culture. These champions are one example of the University’s commitment to staff wellbeing.
Staff wellbeing is an important part of this, and wellbeing champions are nominated in all departments across the University to promote a healthy culture. These champions are one example of the University’s commitment to staff wellbeing.
Liverpool Hope University places a strong emphasis on the mental health and wellbeing of its colleagues, implementing a comprehensive support framework. This includes various Mental Health Training Modules designed to enhance understanding, with a particular focus on compulsory training for managers to better equip them in providing support. This is supported by the provision of Mental Health First Aid Training to ensure that staff have the necessary skills to offer initial assistance to those facing mental health challenges.
Regular Staff Wellbeing Days contribute to a proactive approach to health monitoring, incorporating health checks for cholesterol, blood pressure, and bone density. Wellbeing surveys are conducted, allowing the University to gather valuable feedback and implement action plans to address identified needs.
Recognising the unique challenges related to menopause, the University provides Menopause Training for both managers and staff. Critically, Liverpool Hope University has pledged its commitment to the Wellbeing of Women Workplace Menopause Pledge.
Liverpool Hope University acknowledges and underpins its commitment to the wellbeing of its students as its organisational purpose.
In the School of Humanities, initiatives like graduating students conveying supportive messages and a buddy system foster a sense of community. Social spaces within the School serve as vibrant hubs, promoting student engagement through books, games, and refreshments.
The University extends wellbeing initiatives through nature walks, field trips, and Plas Caerdeon activities, encouraging students to connect with nature while incorporating physical activity. The Literature curriculum integrates a health and wellbeing strand, emphasising the interplay between literature and personal wellness. Collaborations with The Reader charity also contribute in promoting the connection between reading and wellbeing.
In the School of Social Sciences, partnerships with The Brain Charity and Daisy UK offer students valuable experiences in disability awareness and support. The Community Engagement Team (CET) leads on diverse projects focusing on broader health and wellbeing, while collaborations with the School of Health Sciences amplify efforts in wellbeing and ageing research.
The University extends wellbeing initiatives through nature walks, field trips, and Plas Caerdeon activities, encouraging students to connect with nature while incorporating physical activity.
Student Support services provide referrals and initiatives promoting healthy living, including cooking classes, budget-friendly cooking, craft evenings, and an allotment project. The University actively observes global and university-specific mental health awareness days, contributing to a culture of understanding and support.
The University builds community within the halls of residences and encourages all students to take part in all activities. Students are provided with a rich and varied programme of events each evening to foster social connection and peer support. Activities are designed to cater for all interests and are open to all students, including local students living at home.
Large social events are held regularly, including gala dinners, sporting events, football tournaments and charity fund raising initiatives.
Student Life also offers a hybrid model of support across the halls of residences. Final year students and recent graduates are employed as Wellbeing Assistants within Student Life. The Wellbeing Assistants live in halls and are there to provide pastoral support, social activities and be available as a first point of contact if students have any worries or concerns. The Wellbeing Assistants all receive intensive training and develop their skills with the support of senior Student Life advisers. Students in halls really connect with the Wellbeing Assistants and build a community within each of the halls.
Offering opportunities for students to work closely with the advisers in Student Life gives opportunities for gaining skills in “real” situations. The training provided by the Student Life advisers gives the Wellbeing Assistants and Engagement Officers ongoing support to deal with a full range of student issues. The Wellbeing Assistants value the opportunity of working within Student Life as it provides them with confidence and resilience, which influences and enhances their employability. It also gives opportunities to work with external organisations such as Merseycare, Merseyside Police and charities who specialise in wellbeing and health.
Each of the University’s Halls of Residence has at least one Wellbeing Assistant (WA) who resides with the students to offer support, friendship, community building activities and a range of social events. The assistants are postgraduate or final year students from across the University. They receive comprehensive training on a range of issues where they may have to deal with an incident as a first responder, including fire safety, home sickness, social isolation, physical and mental health concerns plus behaviour and sexual misconduct.
The role is key to supporting students in halls and the bridge to ensure students receive timely advice and support from specialist teams. The WAs develop a range of skills and build confidence and resilience in dealing with unexpected and difficult/ sensitive issues.
Liverpool Hope University - through its School of Humanities - has provided critical research to help address food poverty across the city. The University’s engagement in food history and community kitchens reflects a commitment to instigating meaningful change. This involvement extends beyond academic research to impactful initiatives with local communities, receiving attention from influential figures like footballing legend Robbie Fowler.
Fowler’s substantial donation of £18,000 towards a communal dining pilot, known as the Scouse Kitchen trial, outlined the potential of community kitchens in reshaping the narrative around food poverty. Spearheaded by Ian Byrne MP for Liverpool West Derby, the initiative draws inspiration from the work of Liverpool Hope Professor Bryce Evans, a social history expert specialising in modern world history.
Professor Evans, author of ‘Feeding the People in Wartime Britain’, advocates for the reintroduction of community kitchens as a more sustainable and dignified alternative to traditional food banks. Drawing on the success of historical community kitchens that operated between 1917 and the 1960s, Evans envisions a more considered approach to tackling food poverty. Unlike food banks, community kitchens promote social eating, offering fresh, healthy meals in a communal setting that improve connection as well as physical and mental wellbeing.
Extending enterprise 9
4.9. Goal 9: Extending Enterprise
Bringing opportunities to communities and having more opportunities on the doorstep is often discussed in terms of inward investment and promoting organisations investing in places that have traditionally been social mobility coldspots. However, enabling people and communities to create their own jobs is perhaps the most powerful way of really driving opportunity on the doorstep.
Liverpool Hope plays an important role in not only linking in with businesses - sharing expertise and resources - but also fostering entrepreneurship among its students and the immediate community.
4.9.1. The Business School
In the organisation’s work against Goal 9Extending Enterprise - Liverpool Hope University’s Business School plays a central role.
A key initiative driving this agenda is the Young Enterprise Initiative, an integral part of the Level I Business curriculum. This initiative serves as a dynamic platform for students to immerse themselves in the practicalities of running a business.
Engaging in groups of 10, students embark on a journey to establish a legal enterprise, navigating the intricacies of business planning, marketing, human resources, and finance. The culmination of their efforts is showcased in a
compelling ‘pitch’ event held annually in February. Two standout teams from this event earn the opportunity to represent the University in the regional finals, with the potential to progress to the national and international stages.
Liverpool Hope University has consistently seen its students excel in the Young Enterprise competition, with several teams advancing to the prestigious National finals. This success outlines the University’s commitment to instilling entrepreneurial skills and real-world business acumen in its students, preparing them for the challenges and opportunities of the business landscape.
4.9.2 Supporting entrepreneurship, local business and volunteering
The School of Mathematics provide entrepreneurial guidance to students from faculty members with strong industrial experience. Many of the topics are strongly industrially focused, getting students ready for their future careers.
The School of Humanities is developing an MBA in Church Leadership and a PGCert Christian leadership which develops volunteers and supports entrepreneurs. It also holds employability events in the School and employability is built into the curricula across the School.
The University also supports local businesses, such as the School of Health and Sport Science’s work with a local brewery to develop sustainable methods for the reuse of their waste spent grains.
Many of the topics are strongly industrially focused, getting students ready for their future careers.
4.10. Goal 10: Closing the Digital Divide COVID-19 and the subsequent shifts in teaching and working patterns has displayed starkly the impact of the digital divide. For some people it’s about having poor access to the internet in the first place and the parts of our country that don’t have good broadband. In other cases, people and communities might have access to good broadband but not be able to afford a device or the necessary hardware to work and learn on.
In the proliferation of resources, equipment, and skills - universities have a responsibility to their communities and their students.
Liverpool Hope is committed to not only closing the current digital divide that exists for student and staff but preparing them for advancements in technology.
4.10.1. IT Services
Liverpool Hope University is committed to closing the digital divide through providing comprehensive IT services that support both staff and students.
The organisation provides Microsoft Office, allowing staff and students to download up to five copies on their personal devices. This not only enhances the academic experience but also promotes digital literacy as students can extend support to family members requiring Office for various tasks.
The University’s commitment to addressing digital challenges is further demonstrated through its physical service desk on campus. This facility caters to a diverse range of devices, from phones to laptops, ensuring that students receive prompt diagnosis and resolution of IT issues.
The recent gigabit connectivity upgrade at the Plas Caerdeon field centre marks a significant step in improving the educational experience across the University’s sites. By addressing connectivity concerns, the University ensures that students can fully engage in off-campus educational opportunities without apprehensions about staying in touch with their families.
Embracing the power of online learning, Liverpool Hope University utilises Zoom and associated training to offer a more flexible approach to education. This includes online meetings between students and tutors, reducing the need for physical campus visits on non-teaching days.
During the challenges posed by the COVID-19 pandemic, the University swiftly addressed the needs of Media & Communication students working from home by investing in additional Adobe software licences. IT services also actively lent computers, facilitated by collaborative efforts with Humanities staff.
For postgraduate research (PGR) students, dedicated offices and desktop computers further underline the University’s commitment to providing the necessary digital resources for academic success. Through these initiatives, Liverpool Hope University ensures that its community remains digitally connected and empowered.
Infrastructure for opportunity
4.10.2.
Liverpool Hope University is integrating technology and digital learning into its curriculum to prepare students for the future shifts in the technological and labour landscape.
A cornerstone of this commitment is the University’s computer science courses. The courses cater to individuals with varying levels of programming knowledge. Liverpool Hope takes pride in its approach, ensuring that even those starting with no prior experience are nurtured and equipped with comprehensive skills by the end of the first year.
The curriculum goes beyond traditional teaching by explicitly incorporating elements focused on enhancing digital literacy, with a specific emphasis on programming. This forward-thinking approach aligns with the University’s dedication to Purpose Goal 10 and in preparing students for the evolving digital landscape.
Improving digital literacy is also present in other curriculums across the University. The Department of Psychology has several aspects of its work that have the explicit goal of improving digital literacy (including programming).
Liverpool Hope University’s commitment to digital learning is not just focused on imparting technical skills; it fosters a culture of inclusivity that ensures every student has the opportunity to graduate with a robust foundation in digital literacy, empowering them for the challenges and opportunities of the future.
4.11.
Anchor institutions have the key resources and standing to develop the physical infrastructure that connects people and places to opportunity.
For communities with less opportunity on the doorstep, being able to get to opportunities where they are is essential. That’s why investment in the infrastructure that connects people up with opportunities matters so much.
As an anchor institution within the city, Liverpool Hope has the opportunity to use its estates and infrastructure to break down barriers to opportunity for its communities.
The Liverpool Hope University Estate is offered to and used by local community members and groups to host meetings and projects.
For example, the Photography Project with Open Eye Gallery, South Childwall Residents’ Association and Friends of Childwall Woods and Fields AGM held on campus to enable community groups to meet together.
As part of its utilisation of the university infrastructure for wellbeing boosting opportunities, Liverpool Hope University introduced a transformative experience for all first-year students through an immersive outdoor education programme at its centre in Wales.
This programme - integrating team-building activities and outdoor pursuits with subjectspecific classes - serves a dual purpose. It
not only contributes to the students’ academic experience but also contributes to their overall wellbeing, enhancing course retention.
To gauge the impact of this initiative, the University conducted a comprehensive evaluation involving 367 first-year students. The results were overwhelmingly positive, with 94.8% of respondents expressing enjoyment and tangible benefits from the field trip. Equally impressive was the finding that 94.6% agreed that the experience had led to stronger connections with both fellow students and tutors.
The feedback provided additional insights into the programme’s benefits. Students highlighted the value of active learning in enhancing their engagement with the course. They reported increased confidence in interacting with peers and expressed gratitude for the opportunity to forge connections that extend beyond the classroom, emphasising the tangible positive impact on their learning experience.
4.12.1 Sustainable Estates
Liverpool Hope University prioritises the building of a sustainable university and regional community through its thoughtful and conscientious estate management practices.
As a proud participant in the UUK Student Accommodation Code, the University ensures that students not only have a comfortable living environment but also benefit from high standards of accommodation throughout their university tenure. The commitment to maintaining a high standard of living extends to the Garden Campus, celebrated for its extensive green spaces and award-winning gardens, providing students with a serene and environmentally conscious living experience.
Beyond aesthetics, Liverpool Hope has embraced a comprehensive approach to sustainability by aligning with Net-Zero targets. The University is dedicated to a continuous reduction in energy usage and the phasing out of fossil fuels to diminish CO2 emissions. This commitment extends to the preservation of ample green space across all campuses - creating environments that inspire ecological awareness and foster a sense of community responsibility.
The University also runs a shuttle bus between campuses for students to allow them to move between them without cost to the user.
4.12. Goal 12: Building Sustainable Communities Communities that are safe, with a good quality of life and homes people can afford, are communities that are sustainable in the long run. For communities that aren’t, they risk losing their talent and driving away the very opportunities from business investment that could transform their fortunes. It’s why place-based approaches matter so much, both from the government but also from businesses.
Through its commitment to a sustainable and safe estate, Liverpool Hope impact Goal 12.
The emphasis on security is another pillar of the University’s commitment to community wellbeing. With 24/7 on-site security and an extensive array of physical security measures, the University ensures that students thrive in an environment where safety is paramount.
The Nutrition Team also works closely with several local organisations. For example, the Team has engaged in several ongoing projects with a local beer manufacturer called Neptune Brewery where the team have been trying to develop sustainable methods for the reuse of their waste spent grains.
4.13. Goal 13: Harnessing the Energy Transition and Net-Zero
The transition to a net-zero version of Britain is a unique opportunity to see new careers and new roles but in the very places where they can make the most difference on equality of opportunity and social mobility.
Investment in the green economy is already bringing brand new opportunities to areas across the country; and it’s crucial that the transition is one that is equitable for people and communities everywhere.
Liverpool Hope is contributing to Goal 13 through working towards its net-zero targets but crucially it is also harnessing the power of the energy transition by teaching the green skills needed for the future.
4.13.1. Reducing Environmental Impact
Liverpool Hope University is leading in the region in terms of its commitment to reducing its environmental impact. This dedication is deeply embedded in the University’s Corporate Plan, where sustainability is one of the core pillars driving its ethos.
The University’s Carbon Reduction Plan, aligned with its new Corporate Plan, embraces an institution-wide strategy.
In aiming for net-zero Scope 1 and 2 emissions across all activities and operations by 2040, and net-zero Scope 3 emissions by 2050 at the latest, the University has already made significant strides. As of the academic year 2022-2023, the University has successfully reduced its Scope 1 and 2 carbon footprint by an impressive 53.1% compared to the baseline set in 2005-2006. The ongoing commitment to assessing and mitigating Scope 3 emissions further demonstrates the University’s dedication to comprehensive sustainability practices.
The University’s Carbon Reduction Plan, aligned with its new Corporate Plan, embraces an institution-wide strategy. This approach empowers both staff and students to actively contribute to Liverpool Hope’s journey towards net-zero. The plan identifies projects and actions across all university operations, emphasising the incorporation of low or zero carbon technologies and renewable energy systems in refurbishments and new builds.
Liverpool Hope University’s proactive stance on environmental sustainability is not just rhetoric; it is backed by tangible actions. The University secured funding exceeding £1.4 million through the Public Sector Decarbonisation Scheme. These funds are earmarked for initiatives such as electric panel heaters, air source heat pumps, solar panels, and improvements to building fabric, all geared towards reducing carbon emissions.
Crucially, the organisation is set to affirm its commitment to a fossil-free future by having the Vice-Chancellor sign People and Planet’s Fossil Free Declaration by the end of 2023. Notably, it also sends none of its waste to landfill.
The Department for Geography and Environmental Science raises awareness of some of the issues around climate change and net zero through events such as Planet vs Plastic on Earth Day.
It also produces ESG and Net Carbon Zero strategies for Nugent and Archdiocese of Liverpool as part of its commitment to the local community. Nugent operates care, education, community and social work services. A staff member of the Department for Geography and Environmental Science is a trustee of the charity which aims to improve health, life chances, quality of life, and levels of achievement, whilst reducing poverty and increasing safety for all.
4.13.2. Developing Green Skills
Liverpool Hope University is leveraging its expertise and resources in the development of the green skills of the future.
In a pioneering move, the Year 2 Wider Perspectives course in the BAQTS programme has taken a dedicated focus on ‘Climate Change Education.’ This strategic emphasis aligns with the new Department for Education Sustainability and Climate Change Strategy, demonstrating the University’s commitment to preparing future educators with the tools and knowledge to address pressing environmental challenges.
Collaborating with the Liverpool World Centre, the University co-leads the Teacher Education for Equity and Sustainability Network. This partnership reflects a shared commitment to fostering sustainability within teacher education - creating a network where innovative practices and ideas can flourish.
Within the University, a dedicated sustainability group operates alongside active academic engagement in environmental humanities research. This approach ensures that sustainability is not merely a theoretical concept but an integral part of the academic discourse.
Critically, sustainability is interwoven into curricula across various disciplines. The University actively considers sustainability when allocating research funding, showcasing a preference for remote conference attendance where hybrid options are available.
A significant milestone in this journey is the incorporation of a compulsory third-year lecture programme focused on climate and the environment within the revised BA degree programme in Criminology. This forward-thinking initiative aims to empower students to thrive in areas impacted by climate change, fostering a generation of professionals equipped to contribute meaningfully to a sustainable future.
Achieve equality, through diversity & inclusion
4.14. Goal 14: Achieve Equality through Diversity and Inclusion
Creating a level playing field of opportunity for all can fully unleash Britain’s potential for the first time.
Diversity extends beyond gender and ethnicity to sexuality, disability and other challenges that can lead to disadvantage. When we look across the leadership roles in business, the judiciary, government and politics, there is a continued skew towards those from the most privileged backgrounds. Britain will not succeed unless and until its leadership roles, wherever they are found in our society, better reflect the wider society at large.
Liverpool Hope has a tradition of inclusivity, and this can be seen in its contribution to achieving equality though diversity and inclusion. Diversity and inclusion is embedded throughout the university with various initiatives across different departments.
4.14.1. Partnership with the University of Liverpool Liverpool Hope University has embarked on a partnership with the University of Liverpool, fostering diversity and inclusion through its expertise on Human Biology.
A milestone in this collaboration was the expansion of the two-week Life Sciences Enterprise Challenge for Biosciences, originally organised by the University of Liverpool. Liverpool Hope University actively participated in reshaping this challenge to be inclusive, opening its doors to Liverpool Hope students with specific characteristics as the primary target for access and participation. These characteristics encompass students from low participation neighbourhoods, those from low socio-economic backgrounds, mature students, global majority students, students with disabilities, care leavers, and mature students over 21.
The Life Sciences Enterprise Challenge provides a unique opportunity for eligible participants to engage with employers from various sectors, including Pharmaceuticals, Health Technology, Animal & Ecology, and Medical Communication. Beyond networking, the challenge introduced key concepts of entrepreneurial activity and creative problem-solving, enriching the educational experience for students from diverse backgrounds.
This initiative not only expands access to valuable opportunities but also reinforces the commitment of Liverpool Hope University and the University of Liverpool to creating an inclusive and diverse academic environment. By breaking down barriers and providing tailored support, this partnership exemplifies the universities’ dedication to ensuring that all students, regardless of their background, can thrive and contribute meaningfully to their chosen fields.
Liverpool Hope University is dedicated to fostering an inclusive work environment, especially in ensuring equal opportunities for staff progression and development:
1. Staff Development: Liverpool Hope University prioritises continuous growth and skill enhancement of its staff. Through comprehensive training and development programmes, employees have access to resources that empower them to excel in their roles.
2. Leadership and Management Training: The University recognises the importance of effective leadership. To equip staff with the necessary skills, tailored leadership and management training is provided - fostering a culture of professional growth.
3. Aurora Programme for Women: Aiming to address gender imbalances in leadership, the University offers the Aurora Programme exclusively to female employees.
4. Women in Leadership Group (2022): Liverpool Hope University established the Women in Leadership Group in 2022. This group actively identifies actionable strategies to advance female academic staff, fostering an inclusive environment where women can thrive in leadership positions.
5. Equality and Diversity Objective: The University has set a specific objective to address the underrepresentation of women in senior posts. This commitment reflects a broader dedication to equality and diversity, ensuring fair and inclusive pathways for career progression.
By implementing these initiatives, Liverpool Hope University not only acknowledges the importance of diversity in leadership but actively works to break down barriers and create an environment where every staff member, regardless of gender or background, can aspire to and achieve their career goals.
4.14.3. Equality, Diversity, and Inclusion Approach
Liverpool Hope is committed to the principles of equality, diversity and inclusion as well as the elimination of discriminatory practices.
Within this context the University seeks to ensure that everyone:
• is treated with respect and dignity;
• finds it possible to participate fully in the life of the University;
• is recognised for the varied contributions that contribute to Hope’s mission; and
• has equal access to opportunities to maximise their personal, academic and professional development.
Underpinning this approach is the principle that no individual will receive less favourable treatment on the grounds of sex, marital status, gender reassignment, racial group, disability, sexual orientation, religion or belief, age, pregnancy, socioeconomic background, trade union membership, or any other irrelevant distinction.
Key to the University’s approach is its comprehensive policies including:
• Equality and Diversity Policy
• Transgender Policy
• Equal Pay Policy Statement
• Domestic Abuse Policy
• Dignity at Work and Study Policy
• Agile Working
• Flexible Working Policy
• Maternity Policy
• Paternity Leave Policy
• Shared Parental Leave Policy
4.14.4. The School of Creative and Performing Arts
The School of Creative and Performing Arts at Liverpool Hope University is committed to fostering an inclusive and diverse learning environment. Key initiatives highlight the school’s dedication to inclusivity:
1. Decolonisation in Curriculum Design: The school prioritises decolonisation in the validation of every new curriculum. By integrating diverse perspectives, the curriculum becomes more attractive to underrepresented groups, promoting inclusivity, and embracing diversity, notably within Black, Asian, and Minority Ethnic communities.
2.Community of Practice on Decolonising the Curriculum: The School of Creative and Performing Arts leads the Community of Practice focused on ‘Decolonising the Curriculum.’ This community serves as a collaborative space where educators and stakeholders work together to enhance inclusivity and diversity within academic frameworks.
3. Research Engaging Community Groups: Faculty members actively engage with community groups to ensure that research projects incorporate diverse perspectives. Examples include Kathrin Wagner’s Breaking Through Borders exhibition project, showcasing work by migrant artists in an online exhibition, and John Lowndes’ collaboration with the Everton community on Sound Projects.
By embedding decolonisation in curriculum design and fostering collaborative communities of practice, Liverpool Hope University’s School of Creative and Performing Arts ensures that inclusivity and diversity are not just values but integral components of the course experience.
4.14.5.
Outside of the School of Creative and Performing Arts, Liverpool Hope University is leading in its development of inclusive, thoughtful and diverse academic pathways that embrace accessibility for all.
By offering microcredentials like the Level 4 Certificate in Specific Learning Difficulties (Dyslexia) for Support Assistants, the University provides alternative entry points, accommodating students without standard UCAS points.
Aligned with its commitment to diversity, the University operates under an approved Access and Participation Plan (APP), continually adapting to close gaps in access, progression, and attainment among groups with protected characteristics. This ongoing commitment is exemplified by the focus group dedicated to addressing access issues for students with protected characteristics. Through surveys and tailored actions - such as mature learner drop-ins during open days - the University ensures a supportive environment for diverse student groups.
Its recruitment strategies outline the University’s dedication to inclusion, strategically targeting areas of multiple deprivation. It offers specialised support services, prominently featured in recruitment literature, showcasing the University’s appeal to underrepresented student groupsparticularly from the Black and Global Majority community. Open Days also incorporate dedicated desks, emphasising wellbeing and support for specific needs, ensuring prospective students are informed about the available support structures.
The School of Criminology at Liverpool Hope University is dedicated to promoting diversity through a series of targeted initiativesemphasising both student success and a curriculum that reflects a wide range of experiences.
It sets ambitious targets for the retention and progression of students at various levels as part of the School’s commitment to supporting the academic journey of every student. Proactive attendance monitoring and consistent tutor contact contribute to an environment focused on inclusion for all and student success.
Recognising the importance of a curriculum that resonates with the experiences of all students - in a subject matter that is traditionally reserved for those from more advantaged backgrounds - the School has integrated a compulsory programme of lectures at the higher level, exploring Race, Crime, and Identity within the criminal justice context.
The School has also taken a proactive approach to ensure inclusive learning material design. By embedding and making compulsory a set of principles that respond to common elements of student Learning Support Plans (LSPs), the curriculum is designed with inclusion at its core.
Acknowledging the significance of continuous professional development, the school actively encourages and supports staff to undertake external CPD courses. These courses focus on enhancing teaching and support for students from minority ethnic groups, neurodiverse students, and those with learning disabilities. This commitment to ongoing learning ensures that the faculty is well-equipped to provide tailored support that meets the diverse needs of the student population.
4.14.7. Thought Leadership and Campaigning Liverpool Hope University extends its leading approach to Purpose Goal 14 - Achieve Equality through Diversity and Inclusionthrough empowering its students, faculty, and collaborative initiatives to undertake critical thought leadership and campaigning to push the agenda forward both internally and externally.
The Disability Studies Student Society, a student-led initiative, has been actively engaged in campaigns to promote disability awareness within the University. Through these efforts, the society works to highlight areas where inclusive practices can be enhanced. The Inclusive Practice Community of Practice (CoP), led by colleagues in Disability Studies, contributes significantly to making the University more accessible.
Collaborative efforts across departments, in partnership with the Students’ Union, have resulted in the development of inclusive practice schemes tailored for the University community. This has led to critical voices consulting on accessibility features for the new i3 building (Imagine, Inspire, Innovate).
The ‘Bridging the Gap’ initiative stands out as a commendable effort to encourage and facilitate the entry of underrepresented students from Black and Global Majority backgrounds into the Social Work profession. This initiative aligns with the university’s broader commitment to diversity and inclusivity.
The LGBTQIA+ Network Development is dedicated to developing equality across the University. This initiative strives to create an environment that celebrates diversity and ensures that every member of the community feels valued.
The Centre for Excellence in Teaching (CET) Group also actively promotes opportunities for underrepresented groups, focusing on age, gender, disabilities, care leavers, and students estranged from their families.
The School of Creative and Performing Arts also partners with several institutions within the wider community for diverse arts projects, including the Tate Liverpool, Sound City, the IMMIX Ensemble, and the Everyman Theatre.
The HMP2HOPE Arts Intervention programme, established in 2018, was created to enhance the educational setting for prisoners. The most recent strand of practice ‘Piece of Mind’ puzzle project has been rolled out nationally and is being delivered in prisons around the UK. Puzzles of famous artworks are shared with prisoners, who piece them together while learning about the political, social, and historical environments of the original paintings through podcasts.
The project is prisoner led but also involves undergraduate Creative Campus students and people living with dementia in Liverpoolbased care homes. This project is valued for its potential to help with mental health.
According to one prisoner ‘I self-harm really bad. But this takes my mind off things. Bad things. I spend 4 hours doing this jigsaw and I think of nothing else except where’s the next piece. I feel I have accomplished something every time I do it. It’s boss. Love it’.
The staff on the wing have noticed the positive impact the project has had; according to one prison guard ‘you look in their cell and there they are in deep concentration making the jigsaw. It passes hours for them and they are so proud to constantly show you their progress’.
Despite its comparatively smaller size compared to other institutions, Liverpool Hope University is a regional and national leader in social impact. Built on its compassionate and accepting religious foundation, it has weaved a comprehensive agenda that is positively impacting students, staff, and the wider community it serves.
5.1. Students
At the heart of Liverpool Hope University’s social impact approach is its commitment to inclusive higher education. The University has established an inclusive and welcoming talent pipeline, beginning with the integration of primary and secondary school programmes - with a specific focus on SEND. The University also actively engages with local schools, fostering partnerships and offering one-to-one mock interviews and partnerships with recruitment specialists.
The University’s admissions process recognises that not everyone has the same start in life and it has developed alternative entry requirements for those who don’t meet the traditional criteria. This ensures that there are no barriers to education. It also provides specialist support for under-represented groups who are furthest away from a level playing field.
Once in the University, this support continues to ensure that everyone has the best chance of succeeding. This support is crucial to allow students to flourish and ultimately gain employment once they have finished their degree. The University has various networks, such as the Disability Studies Student Society and the LGBTQIA+ Network Development to ensure that diversity and inclusion remain at the forefront of the agenda.
The University’s admissions process recognises that not everyone has the same start in life and it has developed alternative entry requirements for those who don’t meet the traditional criteria.
Liverpool Hope University’s commitment to its staff begins with colleague progression. It offers inclusive professional development opportunities, prioritising continuous growth and skills development. Tailored leadership and management training is provided to equip staff with the necessary skills.
It is also dedicated to not only progressing staff but being truly representative. The Women in Leadership group and the Aurora Programme for Women actively address the gender imbalances in leadership. These specific objectives to address the underrepresentation of women in senior posts reflect the University’s broader commitment to supporting an equal and diverse workforce.
The health and wellbeing of staff and students also comes across as a priority at Liverpool Hope University. The Hope Park Sports team brings many benefits for both students and staff - offering reduced gym rates and specialised exercise classes.
Staff mental health is also taken very seriously with a comprehensive support framework in place. Regular wellness checks are available, and staff are supported in specific areas such as the University’s commitment to the Wellbeing of Women Workplace Menopause Pledge.
Liverpool Hope University extends its social impact approach beyond the campus, actively engaging with the wider community. It is committed to community collaboration through partnerships with local schools, community centres and initiatives like the Directory for Collective Worship. Liverpool Hope actively supports all spiritual development within educational settings.
The University has a dedicated Community Engagement Team which provides a range of services and opportunities for the local community. For example - the Community Choir, Community Theatre Group and ‘Growing Spaces’ provide valued local services whilst, at the same time, offering placement opportunities in a range of roles to students.
The University also centres its community impact agenda on reaching out to underrepresented and under-resourced groups. Initiatives and programmes like ‘Bridging the Gap’ stand out as best practice examples of this approach. This aligns more broadly with the University’s underpinning purpose of diversity and inclusion.
The University’s role as a significant provider of teachers also means that it has an important role as an anchor institution within the regions and beyond. The impact of the University is more than just providing teachers, its range of Professional Learning and Development programmes support teacher development through every single stage of a career.
It also positions itself as a critical leader within local schools, actively engaging in outreach programmes. Collaborative partnerships involve initiatives such as one-to-one interviews, providing practical support and insights for students navigating the transition from education to employment. Its commitment to widening access is evidenced by its ‘Shaping Futures’ programme, which aims to strategically improve attainment and aspirations across the Liverpool City Region. These outreach efforts contribute significantly to the University’s role as a leader for positive social impact in the broader community.
Throughout this Impact Report, Liverpool Hope University’s wide-ranging social impact – aligning with each of the 14 Purpose Goals and its overarching organisational purpose – is evident. The University is proactively equalising opportunity for its students, its colleagues, and the communities it serves - it is utilising its standing as a higher education institution and going above and beyond what is expected.
Throughout this next section, strategic recommendations will be offered across a number of impact zones – approach, communities, colleagues, students, and leadership – that identify potential areas for where the University can go even further in its delivery of social impact.
1. Apply the ‘Three Scopes’ Model to the University’s social impact approach
Liverpool Hope University has long been committed to breaking down barriers to opportunity through social responsibility and positively impacting its surrounding communities. In line with this commitment, the University should consider adopting the Three Scopes Model as a framework for assessing and enhancing the University’s overall social impact approach.
The Three Scopes Model offers a standardised and systematic approach for organisations to evaluate and communicate their social impact. By dividing social impact into three distinct spheres - People, Supply Chain, and Community - the model provides clarity and focus, mirroring the effectiveness of the carbon emission scope model in addressing climate change within the ‘E of ESG.’
Implementing the Three Scopes Model at Liverpool Hope University would facilitate clearer communication and measurement of social impact, enabling the institution to track progress
and identify areas for improvement more effectively. The associated scoring and traffic light system also offers a practical tool for assessing performance and guiding strategic decision-making.
One of the key strengths of the Three Scopes Model is its holistic approach, which encourages organisations to consider their entire operation rather than focusing solely on individual projects or external initiatives. By emphasising accountabilities for all three scopes of impact, the model promotes a culture of responsibility and drives meaningful, long-lasting change within the University.
Liverpool Hope University incorporating the Three Scopes Model into its social impact strategy would not only improve transparency and accountability but also align with the institution’s overarching goals of making a positive difference in the lives of its stakeholders. This framework has the potential to empower the University to better fulfil its mission and contribute meaningfully to the wellbeing of its community.
One of the key strengths of the Three Scopes Model is its holistic approach, which encourages organisations to consider their entire operation rather than focusing solely on individual projects or external initiatives.
As Liverpool Hope University continues to prioritise colleague development and progression, it should consider integrating strategic diversity tracking into its existing practices. By implementing socioeconomic background tracking for all colleagues, the University can further enhance its commitment to inclusion through the creation of tailored support mechanisms to foster the individual success of every staff member.
The Purpose Coalition and the Social Mobility Commission have developed a set of four intersectional simple questions that can serve as the foundation for socioeconomic background tracking:
1. What was the occupation of your main household earner when you were aged 14?
2. Which type of school did you attend for the most time between the ages of 11 and 16?
• A state-run or state-funded school
• Independent or fee-paying school
By embracing strategic diversity tracking, Liverpool Hope University can reaffirm its commitment to diversity, equity, and inclusion while empowering its staff to reach their full potential.
Independent or fee-paying school, where I received a means tested bursary covering 90% or more of the total cost of attending throughout my time there
3. If you finished school after 1980, were you eligible for free school meals at any point during your school years?
4. Did either of your parents attend university and gain a degree (e.g. BA/BSc or equivalent) by the time you were 18?
These questions provide valuable insights into the socioeconomic backgrounds of colleagues, enabling Liverpool Hope University to design bespoke learning, development, and support initiatives tailored to their unique needs and circumstances.
While the university already recognises the central role of its staff in advancing academic provision, incorporating strategic diversity tracking represents the next step in ensuring equitable opportunities for all employees. By acknowledging and taking action on the intersectional diversity backgrounds of its staff, the University can create a more inclusive and supportive environment where every individual has the opportunity to thrive.
By embracing strategic diversity tracking, Liverpool Hope University can reaffirm its commitment to diversity, equity, and inclusion while empowering its staff to reach their full potential. This proactive approach not only benefits individual colleagues but also strengthens the university community as a whole, fostering a culture of belonging and excellence.
2.2 Expand and raise awareness of Women in Leadership Group
It is well-known that academia is on a journey in terms of diversity. Liverpool Hope has already taken a positive step by setting up its Women in Leadership Group. Set up in 2022, the Group identifies strategies to advance female academic staff and fosters an inclusive environment where women can progress and thrive in their careers.
The University should make sure that the programme is properly communicated to all staff and that there are no barriers to people getting involved. It should also attempt to share this best practice programme with other universities – talking about how the programme was set up, what challenges have been faced and what results are being achieved. Only through sharing work like this with others in the sector, will true progress be made.
Moving forward, Liverpool Hope University could explore ways in which it could expand and widen the programme.
This could include initiatives to get more females into academia or widening the programme to include other under-represented groups in the sector.
3. Integrate Citizens Assemblies into student engagement
Liverpool Hope University has a unique opportunity to integrate the Citizens Assembly model into its student engagement framework through the establishment of Student Assemblies. While Citizens’ Assemblies typically involve individuals who are not experts in the topics they discuss, this approach can offer fresh perspectives and innovative solutions. However, the wealth of knowledge and expertise among university students, particularly within their respective fields of study, presents a valuable resource that can be harnessed to address pressing issues facing the community.
By implementing Student Assemblies, Liverpool Hope University can bring together students from diverse academic backgrounds to discuss and explore specific challenges and opportunities within the University. For example, engaging students in discussions about student life, campus facilities, academic programmes, and community engagement initiatives can provide valuable insights and generate innovative ideas for improvement.
Through careful planning, well-organised facilitation, and expert guidance, these assemblies can facilitate informed, respectful, and vigorous discussions on pertinent issues, leading to the generation of actionable policies and initiatives.
Liverpool Hope has already taken a positive step by setting up its Women in Leadership Group.
An example of successful current student engagement at Liverpool Hope University that could be upscaled using Student Assemblies is the Student Life programme. This initiative offers employment opportunities to recent graduates and senior students in pastoral roles, such as Engagement Officers. These officers provide frontline support services, offering advice
and assistance to students on a daily basis. By expanding the scope of Student Assemblies, the University can build upon the success of programmes like Student Life, empowering students to actively contribute to the improvement of their educational experience and campus community.
Incorporating the Citizens Assembly model into student engagement initiatives aligns with Liverpool Hope University’s commitment to inclusion, collaboration, and democratic participation – commitments which set the University apart within the sector.
By leveraging the knowledge and expertise of its student body, the University can drive positive change and create a more vibrant and supportive campus environment.
Liverpool Hope University has an opportunity to take a sectoral leadership role through active participation
in the Purpose Coalition’s University Leadership Advisory Council.
4. Take a sectoral leadership role through the Purpose Coalition’s University Leadership Advisory Council
Liverpool Hope University has an opportunity to take a sectoral leadership role through active participation in the Purpose Coalition’s University Leadership Advisory Council. This council will serve as a crucial platform for shaping the work of the Purpose Coalition, fostering collective ownership of deliverables, and establishing a stronger, cross-sectoral voice for progress on social mobility.
The Leadership Advisory Council is poised to provide oversight on the objectives set by the Purpose Coalition and offer support in achieving them. The Council will bring together senior staff from universities across the UK, providing a forum for collaboration, knowledge-sharing, and collective action on key issues impacting the higher education sector.
Through active participation in the Leadership Advisory Council, Liverpool Hope University can contribute to shaping a unified voice and set of recommendations on critical issues such as immigration policies, business collaboration, and tuition fees. By working jointly with business leaders and leveraging the collective insight and experience of member Vice-Chancellors, Liverpool Hope University can advocate for policies and initiatives that advance social mobility and drive positive change within the sector.
The University can also expand its programme of university and business networking to widen support beyond academic circles. By fostering meaningful interactions and partnerships with business members, the University can strengthen its position as a
leader in the sector and demonstrate its commitment to driving collaboration and innovation in higher education.
Participation in the Purpose Coalition’s University Leadership Advisory Council offers Liverpool Hope University a valuable opportunity to demonstrate leadership, influence policy, and shape the future of higher education in the UK. By actively engaging in this initiative, the University can amplify its impact and contribute to creating a more inclusive, equitable, and forwardthinking higher education sector.
5. Build on apprenticeship provision
Liverpool Hope University has already shown a commitment to providing opportunity through a variety of pathways, including its apprenticeship offering.
Moving forward the University has ambitions to become registered on the Apprenticeship Provider and Assessment Register (APAR) for level 6 degree apprenticeships (and more widely in the future). This will include the newly announced Teacher Degree Apprenticeship.
Liverpool Hope University should ensure that the theme of equality of opportunity is at the centre of its focus when expanding its apprenticeship offering. Growing this area will allow the University to provide a number of different routes into higher education for those who may not otherwise have had the chance. It should ensure that the right support is in place for these students and that they are given the best chance to succeed and gain a job at the end of their studies.