University of Derby - Levelling Up Impact Report

P LEVELLING U T IMPACT REPOR

LEVELLING UP

FOREWORD

Foreword

Rt Hon Justine Greening Founder of the Social Mobility Pledge and Former Secretary of State for Education

The Levelling Up Goals were carefully designed to enable equality of opportunity at key points in an individual’s life.

They provide a clear benchmark for organisations to

Universities perhaps have the potential to exploit

go further.

organisation. The University of Derby is making an

measure their impact and identify areas where they can

Through this framework of action areas, we are seeing

employers from all sectors exposing themselves to the white light of scrutiny in the name of the greater good.

Alongside mass tech adoption, this transparency and

widespread willingness to improve, is perhaps one of the few positives to come out of the pandemic.

COVID-19 truly laid bare how well, or badly, organisations were set up to support their staff, customers and, in the case of higher education, students.

impact against all of the goals due to its role as an employer, its outreach into local communities, its extensive research and its partnerships within the region.

Universities are mass employers with hundreds of career paths within and beyond their campuses.

Their course leaders are tuned into the needs of

employers, enabling them to identify and target the

very best current and future workplace opportunities on behalf of their students.

While some organisations responded poorly to the crisis,

They are also connected to the global

they didn’t know existed.

approaches in nations with narrower opportunity

others rose to the challenge and found extra reserves

After this 18-month reality check, a new attitude of

responsibility and recognition or wider problems has taken hold.

This comes as opportunity gaps have widened and prospects in already-struggling communities have been dampened further by the fallout of the virus.

Yet many employers have finally awoken to the fact that social mobility is not some intangible entity wrapped up in CSR speak or part of an ESG tick-box exercise. It is an essential ingredient of organisational success.

It breeds diverse decision making, agility, a stronger

connection with local communities and a happier, more productive workforce.

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more levelling up avenues than any other type of

community, enabling them to learn from

gaps; and to broaden the horizons of their

graduates. Vitally, they are able to show young

people in communities where opportunities are sparse that exciting careers, like engineering or entrepreneurialism, are achievable.

These anchor institutions have a crucial role to play in levelling up communities, while driving a

sustainable recovery and building a successful

future for students from disadvantaged backgrounds.

By testing itself against our 14 Levelling Goals, the University of Derby is pushing the boundaries of

how much it can contribute to the national levelling up agenda. As this report shows, it has both

exemplary approaches that others can follow, and

areas in which it continues to strive for improvement.

FOREWORD

Professor Kathryn Mitchell Vice Chancellor, University of Derby

As an ‘Applied University of Today and For Tomorrow’, the University of Derby was delighted to map the full panoply of its activity

from its delivery of academic degree programmes to its applied research and innovation activities and to its civic engagement against the 14 Levelling Up Goals.

The University’s strategic framework sets out our philosophy which imbues all our educational

activity: ‘we believe in the transformational nature

of education and, as a champion of social mobility, strive to inspire and create opportunities for all

across our region and beyond’. Our philosophy

delivered through outreach, partnership, curricula and applied innovation and research is fully

reflected in the Goals. As a result, the University offers strength across all 14 Levelling Up Goals

thereby demonstrating social responsibility and a clear contribution to social change.

For the levelling up agenda, a key element of that change process is the University’s place-based

interventions which arise from the wide range of

activities that link widening access, research and innovation and employment to benefit social

mobility and improve livelihoods and opportunities.

The University of Derby is a civic university of the communities and for the communities which it serves. It’s contribution to levelling up

is axiomatic and the 14 Levelling Up Goals offer

us the opportunity for the continued renewal of that commitment.

“

Our philosophy delivered through outreach, partnership, curricula and applied innovation and research is fully reflected in the Goals.

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JOURNEY

The Journey to the Levelling Up Goals In 2015, as Secretary of State for International Development,

Justine Greening MP led the UK delegation to the United Nations (UN). Along with 184 international partners, she helped to

establish the UN’s Sustainable Development Goals (SDGs).

In 2017, the SDGs were made more ‘actionable’ by

a UN resolution adopted by the General Assembly

which identified specific targets for each goal, along with indicators used to measure progress towards

each target. These 17 interlinked, global goals were designed to be ‘a blueprint to achieve a better

and more sustainable future for all’. They marked

a shift from the previously established Millennium

Development Goals (MDGs), following the Millennium Summit of the United Nations in 2000. In contrast to

the MDGS, the SDGs were nationally-owned, countryled and targeted wealthy, developed nations as well as developing countries.

The SDGs emphasised the interdependent

environmental, social and economic aspects of development by centralising the role of

sustainability. As Secretary for State, Justine

recognised how useful a common set of accessible but ambitious objectives could be in galvanising

action to effect change. Since then the COVID-19 pandemic has only exacerbated many of the

problems relating to social inequality in the UK. The recovery is a chance for the United Kingdom to

address these issues and level up but that requires

updated and specific goals in order to outline, inspire and measure progress. The Purpose Coalition,

of which York St John University has been a key

member, aims to improve social mobility in the UK

and has responded to this challenge with the launch of their own Levelling Up Goals in February 2021.

These new Goals build on the foundations laid by

the UN’s SDGs by outlining 14 clear goals, and draw

on expertise provided by academia and businesses which has been applied to the unique challenges

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facing the UK in levelling up. They focus on key life

stages and highlight the main issues that need to be resolved in order to create a level playing field for all

in this country. The Levelling Up Goals are intended to guide how the urgent ambition to level up the UK can actually be achieved. The impact of the work carried out to do this can, and should, be measurable.

JOURNEY

Successful 1 Strong foundations school years 2 in Early Years

3 Positive destinations Post 16+

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Right advice and experiences

“

If Britain is to achieve levelling up, I believe that we need a

galvanizing set of goals that an unite Parliament, business,

communities, and civil society to work in partnership for the

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Open recruitment

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Fair career progression

common good of our country.

Sub-goals with quantifiable targets and

measurements against which progress can be charted within the 14 goals are being developed. This will create

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Widening access to savings & credit

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a more transparent and mensurable framework with

Good health and well-being

which to monitor and subsequently address problems of social mobility and inequality. The Levelling Up

Goals are designed to look at the outcomes of CSR

strategies and measures that organisations operate.

Many organisations are doing outstanding work and

making important contributions to society but are still

measuring this via inputs – a measure that focuses on

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Extending enterprise

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Closing the digital divide

pounds, pennies and numbers rather than real impact on human lives.

Crucially, these Goals are a shared framework.

Justine and the wider Purpose Coalition believe that

with a common understanding and objectives, there can be action that drives change on the ground.

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Infrastructure for opportunity

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Distinct entities, including universities, businesses,

Building homes & sustainable communities

policy-makers, communities and NGOs, can work

together, with the shared Goals being a uniting and

motivating foundation for progress. As the problems

which cause social inequality in the UK are interlinked, it seems that the response to these problems must also be collaborative.

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Harness the energy transition

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Achieve equality, through diversity & inclusion

The Purpose Coalition has encouraged businesses and universities to share their own best practice with other organisations so they are not only

demonstrating their own commitment, but creating

a shift towards purpose-led organisations. The Goals can encourage an extension of this co-operative

exchange of information which can be used to help level up Britain.

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UNIVERSITIES

The role of the University of Derby and the role of universities in levelling up and the levelling up goals

The Levelling Up Goals provide an

ambitious and strategic approach to address that challenge, setting out for the first time the gaps that need to be removed to

successfully facilitate levelling

up across the country. They will

offer a common framework within which organisations can collate information on what they are

doing and how that is making a

difference across all key life stages, using a common language.

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That ambition should also apply to the higher education

sector where universities often serve as anchor institutions in their region. Many already have a principle focus

on widening access and participation. Reaching into

communities that are often furthest away from a level

playing field, they can be the gateway to opportunity – the chance for an individual to make something of

their life, no matter where they were born or what their

background. If that option is not available, it is likely that

much of the talent pool that undoubtedly exists in those communities would be wasted, making poor social and economic sense.

However, a focus on the widening access and

participation agenda offers just one perspective of higher education as a driver of levelling up, when the influence

of universities actually extends to many other areas. It is often accompanied by innovative thinking on how they

might have a wider impact on communities, for example on employability and connections to employers and

UNIVERSITIES

industry or, with £11billion spent by the sector annually,

Some institutions are allowed to coast when in fact better

social value.

are seen as less successful when in fact they are the

improved procurement practices to deliver better

It should also be recognised that the task of some

higher education institutions to provide opportunities for graduates to access higher paid jobs is harder than for

others, though it is often those institutions that have been the most innovative and developed the best practice.

“

There needs to be a new approach

to higher education and levelling up which strategically assesses how universities are delivering across each of the 14 Levelling Up Goals

outcomes should be demanded of them, whilst others

universities that overwhelmingly change life outcomes for the better, and at scale, for disadvantaged people and communities.

There needs to be a new approach to higher education and levelling up which strategically assesses how

universities are delivering across each of the 14 Levelling Up Goals, the best practice that already exists and the

expectations they need to meet. The Goals’ framework

will make it much easier to evaluate that and, as a result,

compare it in a consistent way across organisations. This will also help meet society’s expectations, particularly following the pandemic, that they should be working

towards the public good. Students reflect that sentiment and expect their institutions to pursue policies of

procurement and sustainability, for example, that deliver positive social value.

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UNIVERSITIES

The University of Derby The University of Derby is a highly impactful, and well performing,

institution which is deeply embedded in Britain’s levelling up drive.

The university is an influential and active member of the

Derby Opportunity Area, which aims to provide every child and young person in the area with the chance to reach their full potential in life.

Opportunity Areas were established in social mobility ‘cold spots’ from 2016, led by the Department for Education and bringing together local and national partners.

A flagship programme within the university’s outreach work is Progress to Success, overseen by its widening access team.

Specific focus areas of the initiative include children and young people from BAME backgrounds, those eligible for

free school meals and those in areas classified as POLAR4, where participation in higher education is relatively low.

Derby aims to address the attainment gap in these

groups, partly by focusing on increasing knowledge on the available choices.

As part of its work with Opportunity Area partners, the

university recognised that many children in the area had It is rated Gold in the Teaching Excellence and Student

Outcomes Framework (TEF) and ranks fourth in the UK in

to work.

terms of reaching low participation neighbourhoods. The

Industry partners were therefore embedded into

are from widening participation areas.

of being taught about working life by real-world

latest data shows that 24.3 per cent of undergraduates

The university’s social mobility outcomes and activities are helping to influence levelling up in Derby and the wider region.

They are also gaining attention within the higher

curriculums, giving children the impactful experience professionals.

Derby considers partnership working, such as that seen among the Opportunity Area members or directly with

industry representatives, as fundamental to levelling up.

education sector, with Derby named University of the

Alongside its own levelling up effort, it plays an important

the Guardian University Award 2020 for Social and

awareness about career choices and providing examples

Year at the UK Social Mobility Awards 2020 and winning Community Impact.

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no experience of seeing people in their household going

role in helping employers to fulfill their potential in raising of real opportunities that young people can access.

UNIVERSITIES

The university strives to create positive post-16

The university works extensively with children and

destinations, through a range of activities including its

young people with special educational needs and

As well as level two and three apprenticeships, a level four

Addressing digital poverty is also a key strategy within

apprenticeship models.

qualification is offered, as an alternative to a degree.

The university has applied for Institute of Technology

status in partnership with its further education colleges

disabilities (SEND).

its levelling up approach. This activity was already

underway before COVID-19 but has been ramped up during the pandemic.

in Derby, and also Loughborough University and College

The university takes a systematic approach closing the

This approach, the university believes, helps to break down

While many students needed access to computers

as a joint venture.

barriers between colleges and universities.

Meanwhile further education research undertaken by

Derby has analysed the importance of workplace learning.

digital gap.

supplied by the university during the pandemic, others

required infrastructural support, with no Wi Fi connection at home.

It suggests that, for further education to be successful,

The university also introduced compulsory digital training

that education and training element.

students and the general public.

industry must be embedded within and fundamental to

courses for staff and provided additional sessions for

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CASE STUDY

Case study Chikomborero Mawoyo

Chiko is a recent University of Derby graduate, having completed a BA (Hons)

Interior Architecture and Venue Design and a

postgraduate qualification in

MSc Sustainable Architecture and Healthy Buildings.

Before joining the University Chiko was involved in the

me feeling so inspired and really believing that I could do

school, Landau Forte College.

impacted who I am as a person today. I developed

Progress to Success outreach programme through her

The school is based within an area of high deprivation and has a wide intake from across Derby city, with a higher

than average number of pupils whose first language is

not English, and higher than average numbers of pupils eligible for free school meals.

“My journey with the Widening Access team began when I was in Year 10. We would come to the University to take

part in various activities, like summer school and outreach events. I personally wanted to get involved because going to university was something I was really sure I would want

some invaluable and transferable skills as an outreach

participant. When I joined the University I was keen to get more involved in outreach work to support other young

people as I had been supported and so signed up as an outreach student ambassador.

“These skills include public speaking, which I am now using in my post-graduate job on a regular basis, and the value of time keeping and punctuality, which is essential as a

student ambassador, balancing paid work with academic work and a social life of course!

to go on to do. These activities got me out of the house

“From my time being a student ambassador I met so

being a real-life university student was like, which was

there is so much to learn from each individual you meet, I

during the summer holidays and I got to experience what perfect.

“These activities definitely helped my confidence to grow

and the various students I met through these activities left

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anything that I set my mind to. These activities definitely

many people from different backgrounds and realised

appreciate that every individual has different feelings and perspectives in life. It showed me how important it is to

understand and respect others and that is something I will take forward with me through my life.”

CASE STUDY

Case study Invest to Grow

Meadowfresh of Chesterfield,

based in Clay Cross, has been

trading for over 20 years. It started out as a butchers and has since

developed four outlets, including a farm-based bakery. These outlets sell the business’ own meat and other products. Meadowfresh

also supplies its products to the foodservice market, examples

being pub chains and wholesale food distributors.

Meadowfresh was awarded a grant of £67,805 through

Meadowfresh, encompassing bakers, butchers

This contributed towards the organisation moving to a

increase to a minimum of twelve new jobs over the

the University of Derby’s Invest to Grow programme.

significantly larger site (approximately 5,000ft²) for its

new bakery. The funding also enabled the fit-out of the

and other support staff. It is expected that this will coming months.

premises, including new equipment.

Meadowfresh plans to use its new facility to create a

The new facility has already provided a series of positive

expected to include additional sales volumes and

impacts, including the ability to contract directly with several clients that Meadowfresh was previously

supplying indirectly. It has also enabled the business to commence diversification of its products, for example

through developing a range of different sized pies to suit

customer needs. Meadowfresh is also in negotiations with Holdsworth Foods to provide a wider range of products,

series of additional positive developments. These are further diversification of products to a wide range of

businesses across the foodservice market. An example of this is the likely production of gluten free pastry, which Meadowfresh has been working alongside

a local university to develop, as well as a range of sweet pastries.

including vegetarian pies.

Without the funding from Invest to Grow, it is likely that

The enhanced capacity created through the new facility

most probably within an industrial estate rather than a

has already led to the creation of nine new jobs within

Meadowfresh would have moved into a smaller facility, town centre location.

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ASSESSMENT

Assessment of the University of Derby in the context of Levelling Up Goals Many organisations have strong commitments to traditional

Corporate Social Responsibility

and the ESG agenda. This section of the report will map several of

the University of Derby’s specific

initiatives against the Levelling Up Goals, to track where progress is

being made and where efforts could be redirected or better targeted.

1 Strong foundations in Early Years

It is important to note that it would be difficult for any

one organisation to work effectively toward every single one of the Levelling Up Goals. As more organisations

adopt the goals, it could be more efficient for individual organisations to focus on particular areas where they

can make a real impact, rather than making a superficial impact across many goals.

Below is a list of the Levelling Up Goals, their definitions,

and our team’s assessment of how the University of Derby is currently meeting them. These have been assessed

through a document review process; we then map the

amount of activity done by the University of Derby across each of the Levelling Up Goals. We can then progress to measuring specific impact across these activities.

school years 2 Successful

3 Positive destinations Post 16+

Close the early years development gap by delivering the best possible start for every child

Every child successfully achieving their potential in attainment and development

Every young person and adult to have the choice of a high quality route in education, employment, or training

Huthwaite Play Project to support the improvement of local parks.

SEND Peer Challenge Project.

Apprenticeship delivery.

Progress to Success project - a sectorleading long-term outreach initiative.

Outreach into under-represented communities.

Early Childhood Graduate Practitioner Competencies.

Alfreton Day Nursery partnership.

Primary Explorers - support young people Financial support for those from low to explore university for the first time. income households.

HE Can project to support disadvantaged young males.

‘Get Ahead’ induction programme for disabled students.

Part of the Derbyshire and Nottinghamshire Collaborative Outreach Programme (DANCOP).

Forward Thinking’ induction programme for those with Specific Learning Differences.

The Children Meaning Making Project.

Derby Scholars to address low progression to Oxbridge.

Primary and secondary school academic research.

ASSESSMENT

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Right advice and experiences

recruitment 5 Open

career progression 6 Fair

Access to the right advice and experiences at the right time to unlock opportunity through a person’s life

Careers and professions open to people of all backgrounds through transparent, accessible, and open recruitment practices

Opportunities for career advancement for all based on ability and potential, not connections

Internship opportunities within the university and with businesses.

Anonymous shortlisting for recruitment.

Central programme of development for staff.

Student Ambassador Scheme - a paid opportunity for students.

Armed Forces Covenant signatory and ‘Ban the Box’ employer.

Early Career Academics scheme.

Internships and graduate opportunities for staff.

Involved in the development of the eight Gatsby benchmarks.

Student Employment Agency.

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Widening access to savings & credit

health and well-being 8 Good

enterprise 9 Extending

Widening access to responsible credit and closing the savings gap

Improving mental and physical health at all ages to boost overall well-being to allow people to fulfil their potential

Extending private enterprise and entrepreneurship to all people and communities

Financial wellbeing resources for employees.

‘Love Your Mind’ campaign to support good mental wellbeing.

Derby’s Invest to Grow programme.

Health and wellbeing initiatives for staff.

Green Entrepreneurs Programme (GEP) for low carbon, green energy and carbon reduction schemes.

Partner with external organisations to deliver health and wellbeing training.

Nature Connectedness Research Group (NCRG).

New Business School.

Skills training for the voluntary sector.

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ASSESSMENT

the digital divide 10 Closing

for opportunity 11 Infrastructure

Building homes & sustainable communities

Closing the digital divide in technology access, skills, opportunities, and infrastructure

Developing the physical infrastructure that connects people and places to opportunity

Creating affordable quality homes so people can live in safe and sustainable communities

Jisc Digital Capability Discovery Tool’ to self evaluate digital capability.

Derby’s Urban Sustainable Transition (DUST) project.

Derby’s Urban Sustainable Transition (DUST) project.

‘Being A Good Neighbour’ project.

Developing Digital Skills for Employment online course for students and graduates.

Broadband hardware purchased for students during the pandemic.

the energy 13 Harness transition

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Ensure that the energy transition is fair and creates opportunities across the UK

Create a level playing field on opportunity for all, to fully unleash Britain’s potential for the first time

Carbon management plan with sustainability targets.

External equality and diversity Frameworks.

Various initiatives to cut carbon emissions.

Offer funded places on Aurora a women in leadership programme.

MSc programme in GeoEnergy.

Staff networks for those from underrepresented backgrounds.

Achieve equality, through diversity & inclusion

Pro environmental business courses.

Policies to ensure diverse recruitment.

DE-Carbonise project.

Disability Confident Leader and other initiatives for disabled students.

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STRENGTHS

Key Activity Strengths Goal 2

Goal 3

Successful School Years:

Positive Destinations Post 16+:

The University’s Progress to Success project is a sector-leading long-term outreach initiative to raise the awareness and attainment for those from under-represented backgrounds.

The multi-intervention approach ensures sustained contact with the university and local school children.

Researchers from the University of Derby are also involved in cutting edge work around social justice and closing the opportunity gap.

The University of Derby shows best practice in its outreach to under-represented communities and makes the transition to university as easy as possible.

This includes specific induction programmes for different groups and financial support for those from low income backgrounds. The university also supports apprenticeships through its relationships with local employers.

Key Activity Strengths

Goal 9

Extending Enterprise: The University’s Invest to Grow programme supports private sector businesses in the region to innovate, grow and create jobs. Since its launch in 2016 the programme has invested nearly £30m and created over 2,000 jobs. More recently the University has launched its Green Entrepreneurs Programme (GEP) to support low carbon, green energy and carbon reduction schemes.

AUDIT

1 Strong foundations in Early Years

school years 2 Successful

Has the organisation helped to close the early years development gap by delivering the best possible start for every child?

Has the organisation helped to allow every child to successfully achieve their potential in attainment and development?

The Huthwaite Play Project is a joint venture between Ashfield District Council (ADC), UoD’s Childhood Studies students and staff involving representatives of a local community in the north Nottinghamshire village of Huthwaite. The aim of the project is to support the improvement of local parks and ensure they are inclusive spaces for local children.

Academics from the University of Derby were involved in the SEND Peer Challenge Project. They worked alongside the Derby Opportunity Area to close the opportunities gap for children and young people through changing the leadership culture in mainstream schools so that positive outcomes in SEND (Special Educational Needs and Disability) and inclusion were prioritised.

Academics from the University of Derby were involved in the development of the Early Childhood Graduate Practitioner Competencies in the BA (Hons) Early Childhood Studies. Derby was one of only 6 universities to pilot them in the first year (now 28 universities offer them) and they have been embedded in BA (Hons) Early Childhood Studies. The competencies evidence the students holistic understanding of Early Childhood development and their ability to apply, critically evaluate and communicate theoretical knowledge to practice.

The University of Derby is involved in a partnership with Alfreton Day Nursery to offer CPD, conference delivery, keynote presentations and workshops for placement providers. Alfreton Day Nursery is part of a hub of 350 early year settings across the East Midlands.

University of Derby academics investigated the lived experiences of children and young people who were unaccompanied sanctuary seekers in Derby. The aim was to identify best practice used by the Newly Arrived Communities Team in securing social inclusion of this group.

The University of Derby runs the Progress to Success project - a sector-leading long-term outreach initiative. It aims to raise the awareness and attainment, and support the realisation of ambitions, for identified groups of disadvantaged and under-represented learners across Derby City and Derbyshire. The framework takes a research-informed multi-intervention approach, creating progressive and sustained touchpoints from Year 7 through to Year 11.

Primary Explorers is a project to support Year 5 and 6 children to explore university for the first time. The project is delivered in two ways - in school workshops or visits to the University of Derby.

The University of Derby delivers the HE Can Project to support economically disadvantaged young males to develop their career knowledge, skills acquisition and build confidence in their abilities. It provides multiple touch points throughout Key Stage 3 with male role models and encourages participants to complete reflective journals after each contact opportunity.

Derby goes into schools, as well as delivering HE Can summer schools.

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AUDIT

The University of Derby is part of the Derbyshire and Nottinghamshire Collaborative Outreach Programme (DANCOP). This includes DANCOP funded posts in schools which create much more immediate, direct and sustainable work with learners. This allows the programme to create a bespoke approach which fulfils the unique needs of each school and learners.

The Children Meaning Making Project aimed to bring together children, community, local business and cultural institutions and university students through engagement in a collaborative arts project to facilitate access to Royal Crown Derby Museum and other cultural institutions. The project gave value to children’s own ideas and supported their creativity, identity, and agency.

innovative CPD courses and student curriculums.

• Research as part of the Maths Anxiety Research Group (MARG) has enabled schools and educational specialists to: 1) understand the nature of maths anxiety and how it affects people; 2) measure maths anxiety in individuals, in order to identify those in need of support, and 3) implement strategies to reduce maths anxiety.

A University of Derby team specialising in inequality and social justice research have helped develop, evaluate and support projects such as:

Researchers from the University of Derby engage with primary and secondary schools in relation to a wide variety of specialist themes and topics.

• #ThisisDerby - a partnership project to improve young people’s employability skills, resilience and emotional wellbeing through sport, arts and culture.

Derby County Community Trust used the research to support training artists and coaches to address social mobility concerns and build essential life skills in their interactions with young people.

These include: • Art and climate education in schools through the ‘Significant Trees’ project.

• Derby’s applied psychological research focuses on improving pupil, student and staff wellbeing through

• Plus One - Derby Theatre and Derby Cultural Education Partnership (DCEP) received funding for a three-year extension to their Plus One initiative which has sparked greater interest in the arts among looked after children, care leavers and their families.

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AUDIT

3 Positive destinations Post 16+

Does the organisation support young people and adults to have the choice of a high-quality route in education, employment, or training?

The University of Derby works with a wide range of regional employers for apprenticeship delivery.

As well as having a large and expanding offer from level 2 to level 7, Derby is working with FE and Industry partners to develop new initiatives to allow access to skills development, such as bidding for an Institute of Technology and by developing a Higher Level Technical Qualification offer, as well as engaging in the developments around Life-long Learning Entitlement.

Best practice in outreach to under-represented communities. The University of Derby is one of the top performers in the UK sector for recruiting people from higher education participation ‘cold spots.’

The University of Derby provides a generous financial support programme for students from low household income backgrounds. The University also offers a Hardship Fund for short-term financial issues and offers the ‘Unibus’ service which provides free travel between Derby railway station, halls of residence and University campuses.

The ‘Get Ahead’ early induction programme aims to enhance the transition of disabled students’ through increasing their sense of belonging, aspiration, and confidence and improving their retention and degree outcomes.

The University of Derby puts in place special support for students with Autism. In 2020, 162 students were contacted for individual conversations to discuss their transition to university and the support they would require while at university.

Derby runs a ‘Forward Thinking’ induction programme for those with Specific Learning Differences (SpLDs).

It provides transition support for students and takes a neurodiversity-based approach to increase confidence, independence and belonging, and thereby improve learning and engagement.

Derby Scholars is delivered in collaboration with Corpus Christi College, University of Oxford to address low higher education progression to Oxbridge.

The multi-intervention, multi-age programme of academic engagement addresses entrenched social immobility in the city of Derby City. It has 2 strands: • In Year 9 there is a series of on-campus and virtual sessions about university life, myth busting about Oxbridge, and developing academic skills.

• In Year 12 regular Homework Clubs deliver information, advice and guidance on applying to Oxbridge and developing academic learning skills.

Other activities include virtual campus tours and opportunities to talk to current students.

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AUDIT

4

Right advice and experiences

Does the organisation provide access to the right advice and experiences at the right time to unlock opportunity through a person’s life?

The University of Derby offers a range of internship opportunities generated within the university and with businesses to enable students to gain relevant and paid work.

• The On-campus Internship Scheme creates 60 hour internships designed for students who have limited work experience.

recruitment 5 Open

• There is also the DRIVEN scheme funded by the European Social Fund (ESF) and the newly launched Derby Talent Programme. These schemes incentivise internships with Derby graduates by providing funding.

Derby runs a Student Ambassador Scheme - a paid opportunity for students to support outreach activities with schools and colleges. As well as work experience students undertake training in areas such as professionalism, customer service and safeguarding.

Academics from the University of Derby were involved in the development of the eight Gatsby benchmarks for careers provision. On top of this the university has been working with the Careers & Enterprise Company to undertake additional research focusing on Gatsby benchmark 8 to capture innovative practice in the delivery of personal guidance for young people in schools and colleges.

The University’s Student Employment Agency is exclusive to current Derby students and those that have graduated in the last 2 years. It offers paid, temporary job opportunities throughout the University and with local employers. The programme seeks to create opportunities which are flexible for students to earn while they learn and also to gain work experience to apply their learning and work readiness.

Are careers and professions open to people of all backgrounds through transparent, accessible, and open recruitment practices?

The University of Derby is committed to embedding equality, diversity and inclusion into staff recruitment processes. In 2021, it introduced anonymous shortlisting to remove potential barriers to a fair recruitment process.

The University signed the Armed Forces Covenant in 2017 and renewed its signatory in 2020. This signifies its commitment to supporting military veterans, Cadet Force Adult Volunteers and military spouses to gain employment. Derby is a member of the Derbyshire Armed Forces Community Covenant Partnership board, working with the region’s councils, charities, and key organisations.

Derby has signed up to the Ban the Box campaign and does not ask about criminal records until a conditional offer is made. This supports the recruitment of exoffenders.

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AUDIT

career progression 6 Fair

Does the organisation offer opportunities for career advancement for all based on ability and potential, not connections?

All staff at the University of Derby are asked to map their future ambitions as part of their appraisal experience. This can then be translated into a training and development objective as part of their future career activity.

There is a central programme of development for staff to build their knowledge and skills, which includes personal development as well as support on technical roles. Examples include sessions on personal impact, developing self-confidence and being your best self.

For staff wanting to develop a management career, the University of Derby offers a number of accredited and non-accredited learning programmes designed to build knowledge to equip staff with skills in management.

The University of Derby runs an Early Career Academics scheme - a one-year post with the potential for tenure as a means of developing a long-term academic or research career. There are also clear pathways for staff to move from lecturer to Senior Lecturer and Associate Professor to Professor.

The University offers a range of internships and graduate opportunities which support progression, both in study and beyond study. Staff are able to engage in projects and vocational learning to support their progression.

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7

Widening access to savings & credit

Does the organisation help widen access to responsible credit and close the savings gap?

The University of Derby provides financial wellbeing resources to its employees to help them manage their finances. This includes support via its Employee Assistance Programme.

The University provides guidance and training resources for employees to help them understand their pension and the benefits of membership.

AUDIT

health and well-being 8 Good

Does the organisation improve mental and physical health at all ages to boost overall well-being to allow people to fulfil their potential?

The ‘Love Your Mind’ campaign provides resources for students to support good mental wellbeing. There is a focus on identifying potentially vulnerable groups and students who were experiencing difficulties and providing effective, flexible, and responsive remote support. Early assessment of students in crisis and crisis intervention was undertaken remotely during the pandemic and involved liaison with external agencies.

The University of Derby offers a number of health and wellbeing initiatives for staff, including: • Reduced staff membership of the on-site Sports Centre.

• Derby Moves - a digital activity tracking app that rewards staff for being physically active.

• An Employee Assistance Programme which offers advice and resources on healthy living, lifestyle plans, quitting harmful habits and counselling service.

• Yoga and other spiritual wellbeing pursuits can be accessed through the Multi-Faith Centre.

• An annual wellbeing staff development programme which is orientated around general health for all, women’s health, men’s health, mental health.

• Promotion of national wellbeing days, such as University Mental Health Day and World Mental Health Day.

The University works with a number of external organisations to deliver health and wellbeing training.

This includes: • Mental Health First Aid England – accredited mental health first aid training for staff.

• D+ - counters Hate Crime against the LGBTQ+ communities.

• Refuge – supporting victims of domestic abuse.

• Health Assured- health and well-being, including mental health workshops.

• MFC – overcoming Islamophobia, overcoming Anti-Semitism (The European Commission’s Adult Education Grundtvid Programme Gold Award).

• Mermaids – gender diverse young people and their families.

• Hope Counselling- Trans, bi and queer wellbeing and mental health.

• Active Bystanders: challenging bullying and harassment.

The University’s Nature Connectedness Research Group (NCRG) partnered with the Mental Health Foundation for 2021’s Mental Health Awareness Week.

The work suggested prioritising connection with nature as the main goal for the Government’s nature and mental health policies.

The University of Derby is a partner in the Mental Health and Productivity Pilot (MHPP), funded by The Midlands Engine. The aim of MHPP is to support employers across the Midlands Engine region to understand the link between mental health and productivity by galvanising their employees’ engagement. The pilot works with businesses to recognise their current challenges, sickness trends, workforce and wellbeing provision, and supports them to roll out evidence-based mental health initiatives and enhance their mental health and wellbeing policies.

Derby runs a Nature Connectedness open online course. It explores how to build a new relationship with nature - for the wellbeing of both people and the rest of the natural world.

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AUDIT

enterprise 9 Extending

Does the organisation work to extend private enterprise and entrepreneurship to all people and communities?

Is the organisation working to close the digital divide in technology access, skills, opportunities, and infrastructure?

Launched in 2015, the University of Derby’s Invest to Grow programme is designed to support private sector businesses across the East Midlands to innovate, grow and create jobs. It is a recirculating finance scheme providing loans and grants, or a combination of both, to support specific projects.

Libraries at the University of Derby provide access to students to digital equipment including PCs in study spaces and loanable laptops.

Launched in April 2021, the Green Entrepreneurs Programme (GEP) sees the University partnering with Derbyshire County Council to deliver a £2 million grant fund for organisations interested in developing and investing in low carbon, green energy and carbon reduction schemes. It includes the following funding: • GEP Small Grants – from £10-20k – total allocation £500k.

• GEP Demonstrator Grants – up to £200k (likely to be six of these) – total allocation £1.2m.

Set to open in 2024, a new Business School at the university will be a focal point for Derby’s business community, providing a place where students and expert academics can network with, learn from, and inspire local business leaders and entrepreneurs.

Start-ups and small businesses will be able to access the expertise and facilities on their doorstep to support and nurture their growth.

The University of Derby provides skills and training for the voluntary sector. In partnership with academics from the university, the Derbyshire Voluntary Action project has delivered bespoke skills training to over 150 voluntary sector groups.

This partnership also enables the future health and care workforce to be better prepared for care in the community.

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the digital divide 10 Closing

The ‘Jisc Digital Capability Discovery Tool’ is provided to academics and students at Derby to self-evaluate their digital capability and to identify areas for enhancement.

The University was an early adopter of the tool in 2016.

A ‘Digital Capability’ online course for all new staff is offered as part of induction. As a result of the pandemic there has been a focus on equipping staff with the skills to create accessible digital content. Digital Practice Development Programme (DPDP) for all academic staff was delivered in summer 2020 and summer 2021.

And the online course ‘Best of Blends’ was launched in summer 2020.

Derby runs a Developing Digital Skills for Employment online course for students and graduates. The aim of the course is to develop an awareness and understanding of digital skills required for high quality employment.

During the pandemic, broadband hardware was purchased for students who were unable to access the internet. Eligibility criteria was not applied during this phase so that students would not be left without a device.

The digital and enterprise learning solutions team at the University of Derby has designed and produced online courses for the general public. This includes ‘Flexible Learning Toolkit’ - which provides a solution to programme / module design issues that were observed during the global Covid 19 pandemic, such as: • Lack of flexible staff contact • Poorly structured digital modules • Challenges around student engagement and independent learning activities • Content overload

AUDIT

for opportunity 11 Infrastructure

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Building homes & sustainable communities

Is the organisation developing the physical infrastructure that connects people and places to opportunity?

Is the organisation helping people live in quality, affordable homes so people can live in safe and sustainable communities?

Derby’s Urban Sustainable Transition (DUST) project is creating an augmented reality re-visioned Derby.

Over the next 2 years it will bring together initiatives in transport, buildings, green spaces and blue ways into augmented reality to bring the re-visioned city to life. Partnering with Toyota Manufacturing UK to explore alternative transport models and Derby City council in the planning of housing, facilities, leisure and public open spaces the project’s Augmented Reality approach will be applied on a city-wide scale. The project will lay the groundwork for more integrated connectivity that enhances the lived experience of the citizens of Derby.

Derby’s Urban Sustainable Transition (DUST) project is contributing towards the planning of outdoor and recreation space within the city and planning for a city with improvements in air quality and safe spaces.

The University takes its role in the community seriously. There is a dedicated webpage for students entitled ‘Being A Good Neighbour’, containing information for students living in residential areas of the City. The webpage contains details on staying safe in the City, including links to recommended safety apps such as the Hollieguard App.

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AUDIT

the energy 13 Harness transition

Is the organisation ensuring that the energy transition is fair and creates opportunities across the UK? The University of Derby has a carbon management plan which sets out its sustainability targets. One target is to cut scope one and two carbon emissions by 27% by 2021 using 2005 as the baseline year. As of 2019/2020, the University has reduced scope one and scope two carbon emissions by 25%.

There are various initiatives to cut carbons emissions across the university, they include: • Installation of solar panels across the campus.

• A sedum (green) roof alongside the solar panels on the sports centre.

• The ongoing replacement of fluorescent tubes with LED lamps, fixtures and fittings throughout the University • The installation of a semi-waterless urinal system at all appropriate sites.

• Elimination of general waste sent to landfills.

As part of the DUST project, the university is partnering with Toyota Manufacturing UK to incorporate their hydrogen tram within the City and demonstrate the positive impact of moving away from fossil fuels.

The University of Derby has launched a new MSc programme in GeoEnergy. This supports the transition away from carbon based fuels. Enrolled students learn skills that will support development of the geothermal energy sector and carbon capture and storage.

The university runs a number of pro environmental business courses. There are three online courses that might now be offered free of charge to the general public: • Environmental accreditation for SMEs. • Value Mapping for pro-environmental business.

• Introducing environmental awareness to SMEs. The University of Derby’s Environmental Sustainability policy was updated in November 2020 and is supported

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by an Environmental Management System (EMS) as well as being underpinned by an Environment and Sustainability budget of £30,000 per year. Staff and students shape the policy by contributing to on-campus biodiversity action planning, habitat and species surveys and net zero carbon roadmap workshops.

DE-Carbonise is a three-year collaboration between the University of Derby, Derby City and Derbyshire County Councils that started in November 2019. The project helps Small and Medium-sized Enterprises (SMEs) increase their sustainability and save money by reducing energy costs and carbon emissions.

The University of Derby has recently validated an MSc in Renewable Energy Engineering which is being delivered through Mediterranean College, Greece.

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Achieve equality, through diversity & inclusion

Is the organisation working to create a level playing field on opportunity for all, to fully unleash Britain’s potential for the first time?

The pandemic led to the University thinking creatively about communication with the LGBT+ student and staff community. Three online development sessions were delivered in 2019-20 covering: Trans-awareness training, Bi-visibility training, The Hidden Voices of the LGBT+ Community and Supporting LGBT+ Mental Health.

Derby’s membership and achievements with external equality and diversity Frameworks enables the university to set ambitious, SMART targets against recruitment and progression of our academics. These external frameworks include: • Athena Swan Bronze award holders- transforming gender equality in Higher Education • Race Equality Charter members- transforming race equality in Higher Education. The University is applying for Race Equality Charter (Bronze award).

AUDIT

The University recognises that there is currently an under-representation of BAME staff in senior roles.

To address this the HR team is using data to create career progression opportunities, mapping BAME staff distribution per role and job family using data, tracking career progression of BAME staff, including recruitment and exit data and ascertain case for positive action, and creating a supportive mentoring scheme for BAME staff.

Through AdvanceHE, the University offers staff funded places on Aurora - a women in leadership programme and the Diversifying Leadership Programme - supporting early career academic and professional services staff who identify from black, Asian and minority ethnic backgrounds.

The University of Derby has several staff networks for those from under-represented backgrounds. These include: • Gender Equality Network [Gen].

• Race Equality Network [REN].

• LGBTQ+ Allies Staff Network [LAN].

• Disability and Wellbeing Network [DAWN].

• Faith and Belief Network [FAB].

The University has a number of a number of policies to ensure diversity within the recruitment process: • Vacancy shortlisting takes place anonymously.

• Chairs of vacancy interview panels are asked to remind panel members of the impact that bias can play in selection.

• All recruiters are asked to undertake the recruitment online training module which covers EDI and Bias.

The University’s Access and Participation Plan (APP) outlines its priorities to improve equality of opportunity for under-represented groups to access, succeed and progress from higher education. One of the aims of the plan is to eliminate the attainment gap between white and black students. There is an Awarding Gap Steering Group to help implement the plan, which includes training for senior leaders, decolonisation and the diversification of the curriculum and pedagogic practice and a commitment to listen to the student voice.

The University of Derby tracks various data around equality, diversity and inclusion. Under the public sector equality duty [PSED] it publishes an annual EDI report which provides an overview of EDI objectives,

progress against and key EDI data and monitoring against protected characteristics. As well as this the University publishes its annual Gender Pay Gap Report and Ethnicity Pay Gap Report.

The University promotes opportunities to diverse groups via a range of ways. These include: • Staff networks to communicate, facilitate and offer opportunities based on the nature of the group.

• Sessions delivered at staff Induction and staff marketplace and Open Days.

• There is an internal [Women’s] champion who promotes a partnership with the Women in Higher Education network.

• There is an internal champion who promotes the university’s membership of Stonewall.

• Derby was the first university to sign up to ‘Ban the Box’ - supporting people into employment who have been through the criminal justice system.

• The University is a Gold Award winner of theArmed Forces Covenant.

• The Multi-Faith Centre offers faith advice, guidance and support, including chaplaincy services.

Derby has a number of schemes and initiatives to make itself more accessible for staff and students with disabilities, these include: • Being a Disability Confident employer- supporting people with disabilities into employment.

• Partnership with AccessAble who provide services such as site surveys made available for those with disability to plan visits (width of doors, etc).

• Sunflower Scheme to support those with hidden disabilities.

• Disability and Wellbeing Network to support and champion disability, including allyship.

• All academic staff must complete the ‘Accessibility and Me’ course to ensure the appropriateness of digital teaching resources for a wide range of students with diverse learning needs (including hearing/vision impaired, etc).

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OUTCOMES

OUTCOMES -

Measuring the impact of the outputs against specific goals

This section will consider how the aforementioned activities and their inputs, both financial and in terms of manpower, result in associated outputs and subsequent outcomes.

The listed outputs have been noted from available data; while given the absence of current universal measurement for social impact in the company, outcomes have been implied.

As the availability of data increases, with increased adoption of impact tracking and measurement, both outcomes will be more readily reported against. This will be highly effective for benchmarking the impact of any social impact projects the University of Derby progresses with.

1 Strong foundations in Early Years Has the organisation helped to close the early years development gap by delivering the best possible start for every child?

Activity

Huthwaite Play Project.

Output

Outcome (Implied)

These are the measurable things e.g. no of people participating

These are the more intangible benefits

16 young people engaged in the project.

A local Authority was given ideas of how to improve local spaces and the wellbeing of children. A local Authority was given ideas of how to improve local spaces and the wellbeing of children.

Students gain a greater understanding of childhood development.

Involved in the development of the Early Childhood Graduate Practitioner Competencies.

Alfreton Day Nursery partnership.

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Hub of 350 early year settings across the East Midlands.

Placement providers are given training and expertise.

OUTCOMES

school years 2 Successful

Has the organisation helped to allow every child to successfully achieve their potential in attainment and development?

Activity

Output

Outcome (Implied)

These are the measurable things e.g. no of people participating

These are the more intangible benefits

SEND Peer Challenge Project.

A total of 48 primary schools and 15 secondary schools engaged in the project.

Schools that engaged in the project had a lower rate of exclusion than those that did not.

Progress to Success project.

In 2019/20: • 2,830 learners participated in the programme.

• 67% were from low progression areas (using the POLAR 4 dataset).

• 60% of participants’ parents had no experience of higher education.

• 28% were BAME background learners.

• 24% were eligible for free school meals.

Of 5,520 trackable learners who had engaged in UoD outreach activity up to and including 2018/19: • 48.6% have entered higher education.

• 3,440 (62%) were from the lowest POLAR quintiles (the least likely to progress to HE). Of this group 43% have progressed to HE at age 18 or 19.

• There is a higher progression to HE when learners engage in multiple activities.

44.5% of learners who engaged in one activity progressed to HE, compared to 54.3% for those engaging in 3 or more activities.

Primary Explorers Days project with years 5 & 6.

In 2021, the project covered 614 students across 11 primary schools.

The project led to a 30% increase in the number of students who would like to come to university in the future and a 25% increase in students who now think they can go to university in the future.

HE Can Project for economically disadvantaged white males.

34 males in 3 schools on the project, as well as summer schools.

There was a 38% increase in students who agreed they felt motivated to work hard in school and a 43% increase in the number of students thinking about applying to university in the future.

Children Meaning Making Project.

120 young children aged 5-7 years old were involved in ceramic workshops creating individual artefacts to form a final exhibition piece.

Children with a history of exclusion and isolation are given creative licence to share their ideas.

Applied psychological research.

Derby’s compassion wellbeing Greater compassion within a teaching curriculums have now been progressed environment. and evaluated with more than 600 teachers internationally, 120 primary and secondary pupils locally, and over 400 HE students locally.

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OUTCOMES

3 Positive destinations Post 16+ Does the organisation support young people and adults to have the choice of a high-quality route in education, employment, or training?

Activity

Output

Outcome (Implied)

These are the measurable things e.g. no of people participating

These are the more intangible benefits

Apprenticeship delivery with regional employers.

Work with over 105 significant regional employers for apprenticeship delivery.

Spreading opportunity for students throughout the region.

High proportion of students from higher education participation ‘cold spots’.

•

23.9% of young fulltime entrants (9th in UK) were from low participation neighbourhoods.

28.6% of mature full-time entrants at Derby (4th in UK) were from low participation neighbourhoods.

24.6% of full-time undergraduate entrants at Derby were from the most deprived neighbourhoods in England.

People from different backgrounds are given the opportunity to attend higher education.

Financial support for students from low income backgrounds.

£5m in 2020/2 for its undergraduate entrants.

Low-income ‘with bursary’ students were significantly more likely (11%) to be retained into the second year of study than lowincome ‘no bursary’ students.

‘Get Ahead’ early induction programme for disabled students.

The % of full-time entrants at Derby who reported a disability increased by 7.3pp from 13.9% in 2015/16 to 21.2% in 2019/20

More support for disabled students entering the university.

Derby Scholars programme to address low higher education progression to Oxbridge

In 2020-21, there were 21 Year 12s from 4 post-16 providers, 91% from WP backgrounds and 32 Year 9s from 5 schools on the programme.

There was a 29% increase in both applications to, and offers from, Oxford to Derby City students for September 2021 entry compared to t he 2018 figures.

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OUTCOMES

4

Right advice and experiences

Does the organisation provide access to the right advice and experiences at the right time to unlock opportunity through a person’s life?

Activity

Output

Outcome (Implied)

These are the measurable things e.g. no of people participating

These are the more intangible benefits

Evaluated through a pre- and On-campus internship programme. post-placement skills audit - 750+ submissions with overall increases in undergraduate skills.

Work experience opportunities are given to students.

DRIVEN internship scheme.

62% of SMES are now more likely to recruit a graduate.

Student Ambassador Scheme.

In 2019-20, there were 104 students employed on the scheme - 69% met at least one widening participation criteria.

Students, often from under-represented backgrounds, are given valuable work experience.

Involved in the development of the Gatsby benchmarks.

All schools and colleges in England are required by DfE Statutory Guidance to meet the requirements of the Gatsby benchmarks.

Good career guidance is spread widely throughout society.

recruitment 5 Open

Are careers and professions open to people of all backgrounds through transparent, accessible, and open recruitment practices?

Activity

Output

Outcome (Implied)

These are the measurable things e.g. no of people participating

These are the more intangible benefits

Anonymous CVs for shortlisting.

More open recruitment policies.

Signatory of the Armed Force Convenant and a Ban the Box employer.

Policies in place to encourage ex-military and ex-offenders into employment.

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OUTCOMES

career progression 6 Fair

Does the company offer opportunities for career advancement for all based on ability and potential, not connections?

Activity

Output

Outcome (Implied)

These are the measurable things e.g. no of people participating

These are the more intangible benefits

Staff asked to map future ambitions In 2021 1034 objectives in appraisals were linked to in appraisals. developmental objectives.

Staff are given the correct support to progress within the organisation.

Central programme of development for staff.

In 2021 1,892 career development events were attended by staff.

Staff are given the correct training for career progression.

Management training.

90 staff have undertaken these training sessions.

Management opportunities are open to a wider range of staff.

Clear pathways for academic staff. In 2021, there were 32 Associate Professor applications, 18 Professor Applications.

Apprenticeships available for staff progression.

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Around 80 staff are doing apprenticeships.

Staff are given clear pathways for progression.

Staff given the opportunity to upskill.

Widening access to savings & credit

Does the organisation help widen access to responsible credit and close the savings gap?

Activity

Financial wellbeing resources and pensions guidance.

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Output

Outcome (Implied)

These are the measurable things e.g. no of people participating

These are the more intangible benefits

Employees are able to manage their finances better.

OUTCOMES

health and well-being 8 Good

Does the organisation improve mental and physical health at all ages to boost overall well-being to allow people to fulfil their potential?

Activity

Output

Outcome (Implied)

These are the measurable things e.g. no of people participating

These are the more intangible benefits

Health and wellbeing initiatives for staff.

107 Sports Centre members and 462 registered users of Derby Moves.

Staff are given support for mental and physical health.

External organisations deliver health and wellbeing training.

Delivered 17 staff development sessions with over 540 members of staff in the past year.

Staff are educated around health and wellbeing.

Partner in the Mental Health and Productivity Pilot (MHPP) funded by The Midlands Engine.

The Pilot has actively worked with 46 businesses, reaching over 12,500 employees.

Spreading best practice around mental health to the wider community.

Nature Connectedness open online course.

Launched in January 2021, the online course has nearly 4000 learners.

Greater understanding of the relationship between nature and mental health.

enterprise 9 Extending

Does the organisation work to extending private enterprise and entrepreneurship to all people and communities?

Activity

Invest to Grow programme.

Output

Outcome (Implied)

These are the measurable things e.g. no of people participating

These are the more intangible benefits

Around £27.3m awarded to 260 businesses, with over 2,130 new jobs created.

Local businesses helped to grow and employ more people.

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OUTCOMES

the digital divide 10 Closing

Is the organisation working to close the digital divide in technology access, skills, opportunities, and infrastructure?

Activity

Jisc Digital Capability Discovery Tool.

Output

Outcome (Implied)

These are the measurable things e.g. no of people participating

These are the more intangible benefits

There have been 550+ student completions and 750+ staff completions.

Students and staff are aware of digital skills that they need to approve.

for opportunity 11 Infrastructure

Is the organisation developing the physical infrastructure that connects people and places to opportunity?

Activity

Digital equipment available to students.

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Output

Outcome (Implied)

These are the measurable things e.g. no of people participating

These are the more intangible benefits

The libraries provide over 500 PC workstations to students.

Students who might not own digital equipment have access to them.

Building homes & sustainable communities

Is the organisation helping people live in quality, affordable homes so people can live in safe and sustainable communities?

Activity

N/A

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Output

Outcome (Implied)

These are the measurable things e.g. no of people participating

These are the more intangible benefits

N/A

N/A

OUTCOMES

the energy 13 Harness transition

Is the organisation ensuring that the energy transition is fair and creates opportunities across the UK? Activity

Ambitious sustainability targets.

Output

Outcome (Implied)

These are the measurable things e.g. no of people participating

These are the more intangible benefits

Cut scope one and two carbon emissions by 27% by 2021.

Contributing towards the journey to net zero.

MSc programme in GeoEnergy.

Educating around the transition away from carbon based fuels.

Pro environmental business courses.

Knowledge around harnessing the energy transition passed onto businesses.

Worked with a number of SMEs, which has led to a reduction in carbon emissions of over 1,000 tonnes.

DE-Carbonise project.

Provides students with the knowledge, skills and competencies they need for a successful career in the Renewable Energy sector.

Validated an MSc in Renewable Energy Engineering

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Spreading sustainability knowledge and best practice around the region.

Achieve equality, through diversity & inclusion

Is the organisation working to create a level playing field on opportunity for all, to fully unleash Britain’s potential for the first time?

Activity

Output

Outcome (Implied)

These are the measurable things e.g. no of people participating

These are the more intangible benefits

Online training for staff around LGTB+ issues.

95 members of staff engaged with online sessions.

Greater understanding of LGBT+ issues among staff.

Various diversity networks.

Gaps between white and black full-time students have decreased by 5.8% to 20.0%.

Support, consultation and voice to issues associated with their network.

Awarding Gap Steering Group to close the gap between white and black students.

More equal outcomes for students whatever their background.

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