Annual Review 2019/20

Annual Review 2019/20 A university for a changing world

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WELCOME The academic year 2019/20 will go down in history as one like never before – or at least one that was unprecedented in many of our lifetimes. It was no different for the University of Suffolk.

We started well, pleased with our student recruitment and with a number of initiatives in train or on the horizon. Financially we felt that our plans for longterm sustainability were progressing smoothly and we were continuing to carve out our place in the community, the region and beyond. By January we were in the rhythm of the year with learning and teaching underway, students thriving and research beginning to grow.

Welcome

In a heartbeat all that changed and over one week in March we transformed our University from oncampus delivery supported by a virtual learning environment to a fully online offer and all students and staff working remotely. Though our campus was physically closed, we were absolutely open for business, just doing things differently.

I have been extremely proud of the way in which the University — our staff and students — have demonstrated agility, flexibility, creativity and innovation alongside resilience, adapting and readapting our provision to ensure that we can continue to provide education that is transformational for individuals, our community and society. Given the impact that the pandemic is having on

our society more broadly, the provision of education to support the re-skilling and up-skilling of our communities has never been more vital.

We also identified and focused on furthering our research endeavour this year, with recruitment to our PhD studentships growing and a clear submission of our key research being finalised for the UK Research Excellence Framework. This is important for the University of Suffolk, as we grow our research capability and capacity and take our place as a more mature higher education establishment. This year also saw the recruitment of a Pro Vice-Chancellor to lead our Business Engagement and Entrepreneurship endeavours – another area where we are keen to make progress, enhancing the skills of graduates ready for entering the workplace, helping business and industry to be at the forefront of research and innovation.

So, although this has been an unexpected and challenging year to lead through, I am pleased and proud of the way that the University of Suffolk has survived and grown, not only managing through the crisis but thriving and continuing to demonstrate what it can achieve and offer to our region and beyond.

I commend this annual review to you and look forward to seeing our achievements in the year to come.

Professor Helen Langton Vice-Chancellor

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First Pro Vice-Chancellor

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New Dean appointed

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DigiTech Centre

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The Hold

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Increase in applications

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SilverCloud

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Research

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Business Engagement

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Outreach

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Foundation Board

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Students' Union

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Response to COVID-19

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Facts and Figures

Ranked 3rd for BA (Hons) History in the Guardian University Guide 2021.

100% satisfaction in four courses in the National Student Survey (NSS) 2020.

Climbed 22 places in the Guardian University Guide league table 2021.

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FIRST PRO VICE-CHANCELLOR University of Suffolk appoints the first Pro Vice-Chancellor for Business Engagement and Entrepreneurship

First Pro Vice-Chancellor

Professor Gurpreet Jagpal joined the University in April 2020 as the first Pro Vice-Chancellor for Business Engagement and Entrepreneurship.

Professor Jagpal joined us from the University of the West of England, Bristol where he led on enterprise and entrepreneurship and supported business engagement. Prior to that, he was at London South Bank University where under his leadership on enterprise, entrepreneurship and business engagement they became Entrepreneurial University of the Year in 2016.

Professor Jagpal said at the time of his appointment, “I am delighted to be joining the University of Suffolk.

The University’s focus on community impact, business engagement and transforming the educational lives of the communities we serve really resonates with my own beliefs on the role of universities as catalysts for change. I am committed to bridging

Professor Gurpreet Jagpal the gap between the worlds of education and business and look forward to working with the University of Suffolk staff, students and alumni, along with the local community and businesses, to achieve this.”

New Dean appointed

NEW DEAN APPOINTED University of Suffolk appoints Dean to the School of Social Sciences and Humanities Professor Brian McCook was welcomed in November 2019 as the Dean of the School of Social Sciences and Humanities.

Professor McCook, a PhD graduate from the University of California, Berkeley, was previously the Head of Department for History, Politics and Philosophy at Manchester Metropolitan University.

Professor McCook is an active researcher and was part of the 2014 Research Excellence Framework (REF2014) History submission by Manchester Metropolitan, ranked 16th out of 82 UK universities for the quality of their impact in History research.

His current research interests include the thematic study of ethnicity and nationalism, social movements, citizenship, and transnational migration within a comparative, global context.

Professor Brian McCook

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Her Royal Highness The Princess Royal visits the new DigiTech Centre at BT's Adastral Park

DigiTech Centre

DIGITECH CENTRE The University of Suffolk’s new digital skills training centre received a visit from The Princess Royal in November 2019 at BT’s Adastral Park research and engineering campus.

The centre forms part of the growing ‘Innovation Martlesham’ technology cluster at Adastral Park, home of the globally-recognised BT Labs and a further 130 companies.

The DigiTech Centre, a collaboration between the University and BT, with funding from the New Anglia Local Enterprise Partnership (LEP), provides training in cutting-edge digital skills for people looking to pursue careers in the nationally-important information and communications technology (ICT) sector, fuelling high tech businesses who increasingly require access to a talented technology workforce.

The DigiTech Centre is based in remodelled and updated buildings becoming home to the ICT and Digital Creative courses offered by the University in 2021. Specialist high tech laboratories focusing on Data Science, AI, Cyber Security and Internet of Things technologies form the heart of the new centre, and will be used jointly by University staff, students and businesses from Adastral Park and across the region.

The Hold

THE HOLD The Hold, the new heritage facility for Suffolk within the University campus, opened to the public in the summer of 2020. It is the permanent home of the Suffolk Archives Ipswich branch and shared with the University, it includes a 200-seater auditorium and two seminar rooms.

Visitors have initially been able to access public areas; archive inspired displays, the cafe, shop, and a new Changing Place facility.

Once the transfer of the Suffolk Archives collections is complete The Hold will house the bulk of Suffolk’s nationally and internationally significant records. The building is the catalyst for a transformed, audience-focused service, which can better reach diverse communities in Ipswich, the county and beyond, as well as offering many opportunities for research across a broad range of academic subjects.

For more information please visit suffolkarchives.co.uk

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In October 2020, The Hold opened its first exhibition, Global Events: Suffolk Stories, examining how Suffolk responded as a community to key global events over the past 100

years, focusing on World War Two, the ‘Friendly Invasion’, the Cold War and the more recent COVID-19 pandemic.

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INCREASE IN APPLICATIONS

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Increase in applications

At the 15 January 2020 UCAS deadline, applications to the University of Suffolk from target schools in the county, increased by 12%.

The increase has been attributed in part to the impact of a project called Take Your Place run by the Suffolk team of the Network for East Anglian Collaborative Outreach (neaco) partnership. The project aims to help young people from East Anglia with little or no experience of university to explore the world of higher education. Neaco works with students in years 9 – 13 living in areas identified by the government to have low rates of progression to higher education.

Higher Education Champions, who are based in schools and colleges across the region, run activities and are on hand to advise students about going to university.

The Suffolk team of Take Your Place consists of 11 Higher Education Champions. Up to the summer of 2020, the project delivered 4,500 activities and worked with 25,000 students with each student, on average, participating in almost 5 activities.

To find out more about neaco and Take Your Place please visit takeyourplace.ac.uk

The University has partnered with SilverCloud, a leading provider of digital mental and behavioural health programmes.

Partnering with SilverCloud was an initiative suggested by the Students’ Union and their vision and collaboration has been key to bringing this to fruition.

SliverCloud

SILVER CLOUD SilverCloud is just one addition to the University’s growing set of resources promoting positive wellbeing for both students and staff, enhancing the student experience and complementing our existing wellbeing and mental health programmes.

The online, CBT-based (Cognitive Behavioural Therapy) wellbeing programmes for staff and students include Space from COVID-19, Space from Stress, Space for Resilience, Space for Sleep and Space from Money Worries.

Online wellbeing programmes for staff and students

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RESEARCH New dynamic research by the University's academics to diversify the knowledge base on working with perpetrators of domestic abuse

Research

New dynamic research designed to explore responses to family and intimate relationship harm within Black and minority ethnic communities was published in July 2020. The research, undertaken by Dr. Olumide Adisa, is a collaboration between the Centre for Abuse Research and H.O.P.E Training & Consultancy. It aims to diversify the current body of evidence in perpetrator research and advise on the creation of an inclusive perpetrator strategy that is effective in ensuring all victims are protected.

The research was supported with funding from Drive, a national project which advocates for changes to national systems on working with perpetrators posing all levels of risk.

The research published a series of recommendations to address the gaps in provision and ensure inclusivity in responses to domestic abuse. These include: Further research into culturally grounded interventions and language Sustainable research funding for community-led interventions A family-focused approach to perpetrator work Expanding the call to action for a perpetrator strategy to specifically include the needs of Black and minoritised communities

The research findings are being used in discussions on the refresh of Drive’s call to action for a perpetrator strategy which they are asking the government to adopt as part of the Domestic Abuse Bill currently making its way through Parliament.

Speaking about the research, Dr. Adisa said: “Our research must be understood against the backdrop of the global Black Lives Matter protests and the ongoing calls for an informed, inclusive, and effective perpetrator strategy that will deliver equal protection for all victims. The report shows that there is a gap in our knowledge on appropriate and sensitive responses. There is a need for participatory approaches to developing and funding diverse perpetrator programmes as against blanket approaches.”

Meena Kumari, Founder of H.O.P.E said, “It was important for H.O.P.E Training & Consultancy to collaborate on this research and collect the viewpoints of Black, Asian and minority ethnic survivors, staff, and activists. H.O.P.E will be working with academics, commissioners, and sector leads to ensure the recommendations are embedded into practice and further research.”

Read the full report here

In March a conference took place showcasing the research output of the University. Funded by Research England’s Strategic Priorities Fund, it brought together academics, policymakers, commissioners, public sector organisations and the voluntary sector.

The conference shared existing innovative research projects undertaken at the University encouraging academics and wider stakeholders to consider new research opportunities and identify key research challenges faced by the county and how they might be addressed.

Professor Emma Bond, Director of Research said, “In 2019 ViceChancellor Professor Helen

Langton outlined areas of distinctiveness we want the University to be recognised for. These are health and wellbeing, creative and digital technologies, crime and social justice, history and heritage, sustainability/ energy and pedagogy/learning and teaching. The aim of the conference was to showcase our work in each of these areas, especially work in partnership with policymakers to better understand local, regional or national challenges. We want our research to generate developments in evidence-based policy and make a difference, reflecting the University’s overarching aim of serving the community and improving lives.”

Research

Research and Public Engagement Conference

To find out more please visit uos.ac.uk/research

First SISER Annual Review launched The Suffolk Institute for Social and Economic Research (SISER) annual review showcased exciting highlights from the Institute’s past year including publications and the outcomes of engaging collaborative research undertaken with partners. They were delighted to share the annual review with key stakeholders from the region and beyond at the Research and Public Engagement Conference in March 2020 showing that research, practice and learning is at the heart of their work.

Professor Emma Bond, Director of SISER and Director of Research said, “I am pleased that we can build upon the excellent research reflected in this report implementing the Universitywide Transforming Lives: Research and Scholarly Activity Strategy and focus on our longterm growth and sustainability.”

The Suffolk Institute of Social and Economic Research is being renamed the Institute of Social Justice and Crime to reflect growing national impact and our research priorities as an area for distinctiveness at the University of Suffolk. Read the full report here

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Deputy Vice-Chancellor, Professor Mohammad Dastbaz said, “With an important programme of developing research at the University, 2018-2019 has been a period of significant change and new opportunities.

This report showcases SISER’s

valuable work in research and policy endeavours at regional and national levels.”

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Domestic Abuse Research Network (DARNet) academics win competitive bid to map funding mechanisms and flow to domestic abuse services in England and Wales Working collaboratively with Comic Relief, a new report was launched by a team of researchers and members of DARNet, Dr Olumide Adisa — Project Lead and Principal Investigator, Dr Katherine Allen, Meena Kumari, Professor Emma Bond and Dr Ruth Weir.

The team surveyed frontline service providers located across England and Wales to understand the flow of finances to Violence Against Women and Girls (VAWG) services at a local level, and the barriers and challenges small to medium organisations face in accessing funds. Additionally, an economic analysis of the funding flows was mapped using data visualisation techniques and an evidence review.

The team made six recommendations based on the findings to formulate corrective mechanisms to support more equitable and sustainable

funding streams. The research team identified dysfunctionalities in current funding distribution and outlined recommendations for achieving more sustainable, long-term funding for specialist community-based services at a local level.

The project findings could potentially support the case for widespread reform in funding mechanisms, avoiding a ‘postcode lottery’ allocation and moving towards a stable, longterm funding architecture.

The project findings went into an event with national stakeholders, decision-makers, funders and local organisations exploring the need for funding reform to articulate an evidence-based vision of how future funding flows could work.

Read the full report here

Research

Youth voice: Shaping communities, driving change Recent research revealed that young people across Suffolk have an array of concerns about their local communities. In particular, the influx of gang violence to their neighbourhood and the negative implications for their sense of safety and wellbeing, experience of social exclusion from their communities and feeling voiceless, despite having rights to be heard. Katie Tyrrell, Research Associate at the University of Suffolk worked in collaboration with community partners Ipswich Opportunity Area (IOA), Volunteering Matters, Inspire Suffolk and Suffolk Young People’s Health Project (4YP) to disseminate earlier research findings,

building upon the recommendations and increasing opportunities for the youth voice to shape local policy and practice. Adopting methods of co-production and exploring alternative means of engaging communities in local decisionmaking, the research team generated new knowledge of best practice in participation and collaboration with young people in Ipswich.

Katie said, “Our previous research highlighted young people often felt their voices weren’t considered in local decision-making, even regarding issues that affected their everyday experience. Findings

The activity outlined increased local emphasis upon co-production with children and young people, with the following anticipated and known benefits: Modification to some local funding requirements to include as a pre-requisite, evidencing youthengagement prior to development of initiatives Partnerships between University of Suffolk researchers and newly formed local authority led groups focusing on co-production with children and young people and creating safe local spaces for them Increased awareness of the importance of the youth voice in local decision-making and educational and health provision leading to the commissioning of new research work to understand young people’s experiences during COVID-19, changes in their support mechanisms, and their transition back to education

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Part of the UKRI SPF-fund enabled the following research dissemination and activities to take place: Training of three youth workers from community partner organisations in research methods, theoretical underpinnings of participation and community engagement Researcher and youth worker led workshops with 50 young people aged 12-25 to investigate feelings about their local community and perceptions of mechanisms for youth involvement in local decision-making Stakeholder interviews with local leaders to understand local policy context around co-production, participation and the barriers and facilitators for embedding practice

incorporating youth voice Community engagement events with local commissioners, young people, NGO professionals and local authorities

Research

from a quantitative survey echoed this, with over 200 young people in Ipswich suggesting they wanted more opportunities to influence local decisions. We want this project to generate conversations between adults and young people encouraging co-production to generate meaningful outcomes, young people are the future of our society.”

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Ipswich Waterfront Innovation Centre (IWIC)

Luke Brown

people. Luke Brown founder of Element Softworks and IWIC member, recruited two graduates through the KEEP+ and EIRA programmes, both graduates of BA (Hons) Graphic Design at the University of Suffolk. This has enabled Luke to increase the portfolio of services offered to his clients.

“There is a whole network of support available for young entrepreneurs. You just need to have an air of optimism and an open mind to find something or someone who can help your growth like I did.

The IWIC has pushed me forward… helping me with connections, knowledge and access to funding.”

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Business Engagement

A variety of new businesses have been supported to bring improvements or projects to market, including 14 student and graduate enterprises, supported through initiatives including the Games Hub, Student Entrepreneurs Development Programme (SEDP), MBA student membership and knowledge exchange projects.

The support offered by the IWIC has allowed local businesses to accelerate their growth plans earlier in their development and the grant programmes available have provided the financial security needed to recruit

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BUSINESS ENGAGEMENT AND ENTREPRENEURSHIP

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Business Engagement

CPD and Short Courses

Games Hub

Continuing Professional Development is an opportunity to learn, achieve and grow within an environment that reflects busy schedules and prioritises flexibility.

In October 2019 four graduates from the University went through to the next round of the national computer games competition Tranzfuser. Tranzfuser is run by the UK Games Fund and graduates showcased their game — Ready Set Sumo!

The University of Suffolk is set to become the regional provider of choice for the delivery of Continuing Professional Development (CPD) and short courses for professionals and business. The University has substantial knowledge and expertise that can impact positively on local businesses, organisations, charities and the public sector. Their aim is to share it.

The DigiTech Centre (see page 6) will have its own CPD Hub — uos.ac.uk/digitech and the Integrated Care Academy and new Leadership Academy will further expand and enhance the offer.

Heidi Love, Games Hub Manager said “Our Tranzfuser team did a fantastic job pitching their game in Dundee and we were super excited that they showcased their game at EGX, and won alongside three other teams to secure further funding to support them to release their game.”

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The University is well positioned to attract commissioned CPD. A recent example is the new Return to Social Work 10-day course co-produced by Suffolk County Council and Nora Duckett with the Social Work team. Delivered virtually during the first lockdown period, the feedback for this course has been outstanding and it will run again in 2021.

Ready Set Sumo! is a local party game where 2-4 players fight to be the last animal standing. With fast-paced rounds and a variety of characters, gameplay promises always to be exciting. The team, who worked on the game during the summer of 2019 had to pitch it in Dundee to get through to the next round. Tom, team leader said “We’re thrilled our hard work has taken us this far, it’s been great seeing so many people enjoying our game.

We can’t wait to exhibit the project at EGX and hope everyone there gets a chance to come by and play!”

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Knowledge Transfer Partnership shortlisted for Times HigherAward The University’s first Knowledge Transfer Partnership (KTP), rated ‘Outstanding’ by Innovate UK, resulted in a revolutionary new app to help children with asthma and was shortlisted for the Times Higher Education Awards in November 2019.

The MySpira app was developed in partnership with the University and Stowmarket-based Orbital Media.

The app improves the training of correct inhaler technique, using a combination of augmented reality and gameplay. MySpira is the world’s first metered dose inhaler training app to utilise the new augmented reality functionality, released by Google (AR Core) and Apple (AR Kit).

The University provided consultancy, research and development support and a graduate work placement.

Business Engagement

KTP Best of the Best Awards 2020 The KTP was then shortlisted for the KTP Best of the Best Awards 2020 for ‘Societal Impact’, selected from over 800 industry and societal innovation projects nationwide. The University is extremely proud of the impact and reach of this knowledge exchange project and seeks to build more projects within the region demonstrating the quality outcomes they can deliver.

Credit: Phil Grayston and Bond Bryan Architects

Apprenticeship Hub In January 2020 the University was pleased to learn they had been successful in their application to remain on the Register of Approved Training Providers (RoATP) and continue to build their apprenticeship provision. The Apprenticeship Hub was launched in February 2020 as a new unit within the directorate of Business Engagement and Entrepreneurship providing support to apprentices and employers and Joanne Taylor joined as the new Head, leading a team of skills coaches and administrators.

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Outreach

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OUTREACH Student Recruitment and Outreach The University introduced Unibuddy to the website this year, providing prospective students the chance to engage directly with the Student Ambassadors and academics.

They rolled out their Unlock University escape room workshops including university-themed puzzles to increase knowledge about Higher Education (HE) and provided young people with a fun team-working activity.

In the autumn term, they delivered their popular Family Awareness Day for students in years 7 – 9 and their families. After going on a tour of the campus, the families participated in academic tasters and activities aimed at promoting the benefits of HE and they enjoyed working with the Student Ambassadors as part of the event.

Unibuddy is a chat-based platform with profiles of staff and students and enables prospective students to ask very specific questions. The Student Ambassadors have enjoyed interacting with potential applicants in this way, and the team continues to use Unibuddy around the Open Events to ensure students can keep talking once the events are over.

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The University’s Student Recruitment and Outreach team had an excellent start to 2019/20, delivering a wide range of activities both on and off campus.

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Ed Sheeran: Made in Suffolk education workshops Ed Sheeran’s photographer, Mark Surridge, hosted two workshops as part of the Ed Sheeran: Made in Suffolk exhibition at Christchurch Mansion.

A group of Photography and Fine Art students from the University took part in a masterclass. This was followed by a workshop for a group of year 12 students from across East Anglia as part of the University’s outreach work.

Outreach

Ed Sheeran, an honorary doctorate of the University, said of the educational workshops “I am happy that the exhibition has exciting creative activities for young people, including portrait painting, photography, song-writing and music workshops.”

Mark Edwards, Associate Professor in Photography at the University of Suffolk said, “The link with industry and internationally regarded photographers is at the heart of our Photography degree here at the University of Suffolk. We are delighted to be able to offer our students the chance to have a masterclass with Mark Surridge and for them to have a private tour of Ed Sheeran: Made in Suffolk at Christchurch Mansion.

Many of the students are in their final year and I’m sure meeting Mark and seeing his work will be a source of inspiration.”

Gifts to the University form a major part of our future, allowing us to expand our activity beyond our current means and engage our communities in different and interesting ways. The Foundation Board was established to develop and grow our philanthropic activity, enabling us to make transformational financial contributions to our students, staff and facilities.

Since 2016 generous donations received from our staff, alumni and supporters have allowed us to assist numerous projects led by those at the centre of our University community.

Each year the Foundation Board is overwhelmed with applications from staff and students who are striving to create innovative and collaborative projects across our institution.

The Foundation Board is extremely excited to be going into its fifth year of disbursing funds to many outstanding projects and initiatives across the University. After a successful year of activity, the Board aspire to increase our donations so that we continue to have a positive impact on our entire University community.

This year £33,000 was available to disburse and it has enabled the completion of numerous fantastic projects, despite the disruption of

Foundation Board

FOUNDATION BOARD the COVID-19 pandemic. Examples of the projects supported in 2019/2020 include: Student Health and Wellbeing initiatives: – Random Acts of Kindness — supporting self-care, mindfulness, physical health and those living in student accommodation during the COVID-19 pandemic – Suffolk Student Wellbeing Ambassadors — both a research project investigating student wellbeing and health and the provision of paid ambassadors who will continue to support student health through a variety of events and activities The Students’ Union sports and societies: – Sports Scholarships — supporting students currently competing at a national and international level in their chosen sport – Providing funds for new football and netball kits — encouraging pride in the representation of our University across the country – Society banners and promotional materials for the Games and LGBTQ+ society, further expanding the development of these societies, encouraging membership and allowing our LGBTQ+ students to represent the University at a number of Pride events

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The Centre for Excellence in Learning and Teaching (CELT) were able to sponsor three projects through a generous donation from a University supporter. Our Learning and Teaching strategy has a focus on the enhancement of the pedagogic practise and students’ experience of learning and teaching. The projects were:

Foundation Board

Growing Resilience: An Intervention Toolkit (GRIT) is a project based on a threepronged approach targeting the teaching environment, the online environment and the personal tutor system. Unfortunately, this project was significantly impacted

by COVID-19 but remains ongoing Persuasion: a tool for facilitating classroom discussion which was developed as a classroom game.

The tool is designed to encourage productive debate of abstract and complex topics, supporting the development of skills, confidence and academic voice Extenuating/mitigating circumstance: Student Progression and Students Experience — Lessons Learned. This project aimed to support the development of timely interventions for students, reducing gaps in success and progression as identified in the access and participation plan

The Foundation Board takes pride in providing support to creative and innovative projects put forward each year by our students and staff. We maximise any contributions received, focusing on the true added value these donations can bring to our community.

If you would like to discuss donations to the University, please contact our Alumni Relations and Development Team via giving@uos.ac.uk

Students' Union

STUDENTS' UNION Opened in September 2019, the Social Space and Shop SU is no ordinary coffee outlet — with profit generated from great food, branded clothing and study supplies used to improve the student experience.

With 20 active student-led societies and 3 social and competitive sports teams, to continue to offer social sport in person and online during the COVID-19 pandemic, the SU created an online Social Portal with resources to help students and hosted the 1920’s themed annual Students and Staff Awards. SU Advice continues to support students with academic issues and wellbeing, with 133 new cases and enquiries between August 2019 and July 2020.

In 2020 the SU increased their NSS score to 58.67%, putting them over 2% above the sector and they are proud that students voted to take them from 66th place in 2019 to 35th in 2020 in the Student Union category of the Whatuni Student Choice Awards, the annual celebration of the best universities and higher education institutions in the UK.

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In March 2020, student elections saw campaigning on a range of issues with the common goal of giving all students the best possible experience at University and Dan Goulborn was

elected President of Education and Engagement and Mauro Cardoso Vice President of Activities and Welfare.

Dan’s election promise was to improve academic feedback, host wellbeing sessions and organise a ‘Good Night Out’ campaign. Mauro’s priorities are offering free, extra-curricular learning opportunities, recruit a qualified mental health SU advisor and to increase networking opportunities for schools, sports & campuses.

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RESPONS COVID-19 The academic year 2019/20 tested everyones ability to adapt and change.

The University community pulled together to make a complete aboutturn, switching from on-campus delivery supported by a virtual learning environment to a fully online model with all staff and students working remotely. Open for business but doing it differently.

Here are just a selection of some of the initiatives and projects from recent months, during the COVID-19 pandemic.

Response to COVID-19

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Sustaining learning and teaching through COVID-19 COVID-19 has had an unprecedented and previously unimaginable impact on every aspect of our lives and responding to the pandemic has resulted in a reimagining of approaches to learning and teaching.

As the University moved into lockdown in March, colleagues across the campus worked quickly to move as much learning online as possible. This included reshaping assessments to take place in an online environment, using new tools for delivery, including the Bongo Virtual Classroom and making temporary variations to assessment regulations to ensure that students affected by COVID-19 did not see a negative impact on their final degree awards. Many readily rose to the challenge of full online delivery, and looking ahead to academic year 2020/21, the task of continuing to deliver high quality learning through the ongoing impact of the pandemic provides an opportunity to capitalise on these new technologies, and the skills and understanding everyone developed.

The University continues to learn through the impact of the pandemic on daily life and discover how a truly blended approach to learning and teaching can increase engagement, improve achievement and enhance the experience of being a University of Suffolk student.

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The new academic year sees the delivery of learning and teaching in a blended model. This provides students with a flexible way of

engaging with learning, allowing them to join campus-based teaching in person, or through live streaming where the impact of COVID-19 on work, caring responsibilities and health and wellbeing, makes being on campus impossible. Course teams have reimagined delivery, created new learning communities across physical and online learning spaces, providing access to media-rich learning materials and activities designed to stretch learning and encourage students to explore and enquire.

Together with continued access to specialist on-campus facilities and laboratories, work over the last few months has resulted in the University being able to not only sustain delivery, but also to enhance the experience of learning for all students. At the heart of this approach is a studentcentred commitment to provide an excellent experience.

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Virtual Open Events From the start of the academic year in September 2019, the University had a series of the Open Events which brought in 714 visitors to the University and engaged with over 1,440 potential students. In light of the COVID-19 pandemic and the subsequent restrictions of numbers on campus, Open Events from April onwards were reshaped into virtual events and a new virtual campus tour. Registrations for our April event were exceptionally high with over 600 registrants.

The pandemic has seen a number of changes to how students engage with universities, and it was apparent during Clearing 2020 that students required additional support and advice to help navigate these new challenges.

Challenges which were recognised

by The Times Higher Awards, acknowledging the outstanding work during the pandemic of all Admissions Teams across the UK.

Criminology students create distraction packs for prisoners

Response to COVID-19

Criminology students studied how the pandemic affected prisons, with many prisoners spending longer in their cells. This led to the students working with Criminology lecturer, Laura Polley, to create ‘distraction packs’.

Laura said, “As an ex-prison officer myself I recognised the strain my former colleagues were under. When discussing this with students, I framed it as ‘picture being on lockdown in your bathroom, replace the bath with a bed, eating, sleeping and spending 23 hours a day in there. Then add another fully grown person in there. My students understandably empathised with prisoners and I gave them some ideas for how we could help to alleviate some of the strain on prisons using paper-based activities. The term ‘distraction pack’ is used widely

in prisons already, however these tend to be puzzle books and stress balls etc. In terms of the reception, it has been fantastic. We have now provided 25 prisons nationally with these resources. From an academic perspective in-cell activity packs are crucial during lockdown to ensure the wellbeing of prisoners is maintained.

Solitary confinement is really anxietyinducing so anything that helps alleviate that is useful and can take the pressure off prison officers. At the moment visits have been cancelled and workshops have been closed so prison officers are their only source of support.”

Prisons including HMP Brixton, HMP Stafford, HMP Isle of Wight, HMP Nottingham and HMP Hull have all benefitted from the packs.

A new app to support communities during the pandemic was launched in April, with the help of the University.

The TRIBE Volunteer app was rolled out by the ‘Home, But Not Alone’ service. It allows volunteers, charities, town and parish councils, community and religious groups to log their details to offer support, while those in need can request help and the two will be connected via the app.

Professor Nicholas Caldwell, Professor of Information Systems Engineering, explains the University’s role, “Firstly we needed to identify the problems faced by other digital initiatives which had aimed to try and reduce social exclusion. Secondly, we undertook multiple usability and accessibility tests of the app using staff and student volunteers. This highlighted a number of areas where our colleagues at

Bronze Software Labs were able to improve the app.”

Response to COVID-19

App to support communities launched with the help of the University

“Over the course of the project, the TRIBE app became much more usable for people with limited digital skills and with sight impairments. Sian Cook was our Research Associate on the project and it is with thanks to her and the volunteer testers that we were able to contribute our skills, knowledge and expertise in bringing the app to those who need it.”

TRIBE Volunteer, can be downloaded from the Apple App Store and Google Play Store.

The ‘Home, But Not Alone’ service has been created by partners from Suffolk’s councils, police, health bodies and charitable organisations.

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Health students and academics supporting the national effort In March, final year health students were amongst thousands supporting the health and social care system during the pandemic.

Initially 65 Adult Nursing students and Child Health Nursing students from the University went into practice along with a group of Operating Department Practitioners (ODPs) and Radiographers.

They were joined by more students in the weeks and months to follow and in April, health academics, many in the School of Health and Sports Sciences and registered health care professionals, also returned to work in the NHS. Two nursing students share their experience.

work with a neonatal team and as a specialist area of practice she was aware of the responsibilities inherent in this role. This was an anxiety provoking experience but once she found her ‘rhythm it got easier’ and she was able to access support from her tutors and ‘got great advice’ which helped her confidence and development.

Sabrina Lancaster

Response to COVID-19

Child Health Nursing student

When the University of Suffolk received a request from the government to deploy student nurses into paid placements supporting the COVID-19 effort, even though Sabrina had a young child at home, she wanted to use her training to help fight the pandemic.

After discussions with her partner and the University, Sabina went to

Although Sabrina worked in a nonCOVID-19 area of the hospital, her family were concerned for her wellbeing, “They were anxious about me and my little boy, I know they love us all and understandably were worried.”

Sabrina appreciated the support provided by her partner and family, it meant she could concentrate on her work and the demands of her new role and could fulfil her ambition of positively impacting patient care. She shares, “I came into nursing to make a difference and this was especially important in the pandemic.”

Having grown up as a young carer in a family where money was tight,

and beyond, investing in me and my future.” Sabrina is excited to now have the offer of a job in Ipswich to continue her learning.

Response to COVID-19

going to a local university offering high levels of support was key to her success, “I wouldn’t have got here if it weren’t for the support I received, I saw that the lecturers went above

breaking bad news to patients and family wearing full PPE, they can’t see your expressions, you can’t hold a hand and their family can’t be with them – you are supportive, and it takes a toll on you personally. I couldn’t dwell on this though… the Doctor has to move on, it’s the nurse who’s there all the time.”

Anna Palombo Adult Nursing student

When Anna first knew she would be nursing cancer patients in the pandemic, supporting more people than usual she was anxious, and naturally concerned for her family. ”I live with my parents who were shielding, my eldest son has asthma and my youngest has PTSD.” Though free nursing accommodation was offered, Anna was needed at home and realised the transition between home and hospital needed careful management, “I’d come in and go straight upstairs and shower, having already changed my clothes at work, I needed to get everything into the washing machine immediately. I’d never forgive myself if something happened to my family.”

As a mature student, only when Anna had her Maths GCSE and A Levels, could she begin her nursing degree at Suffolk University. “It has been hard sometimes as I hadn’t studied since school and with children it can be difficult finding time.”

But her reward came in seeing patients improve and she knew she made a difference. “I appreciated the support I found at Suffolk — staff helped me to balance study and home life. The placements are great experience and I’ve enjoyed the camaraderie. I think because I was a bit older, I was happy to speak up and ask questions when learning. I became a rep and people now come to me for advice. I feel even better for helping my fellow nursing students. Its good when we can all get together and have a social evening out.”

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Anna knew she had look after herself and her patients, balancing their care and maintaining distance to manage the Covid risk. “It was really hard

Reflecting on nursing as a career, she feels it was the right choice for her. It is physically demanding and the 12.5 hour shifts are challenging but she knew what she wanted, worked hard to get there and now has a job lined up.

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Recognition for the University’s response to COVID-19 The University was presented with The Lord Lieutenant of Suffolk Award in recognition of outstanding service to the community in Suffolk during the COVID-19 pandemic.

Response to COVID-19

Student Recruitment and Outreach With the lockdown in March 2020, the team quickly adapted to new ways of working and continue to engage with prospective students.

A wide range of Higher Education (HE) workshops, including Finance, Applying and Personal Statements; were all delivered live or pre-recorded and promoted in local schools and on social media.

happening across England and Wales and the annual Health and Social Care conference moved online. The conference gave year 12 students the opportunity to join virtual taster sessions with academics, introducing them to work and study in healthrelated areas, and videos from current students gave them an insight into student life at Suffolk.

The team participated in virtual HE fairs replacing the UCAS fairs ordinarily

In July the popular residential summer school, Uni Camp also moved online.

The pandemic has been a time of much change and adaptation to create activities for the emerging ‘virtual world’. Staff at Take Your Place rose to the challenge and have been innovative in developing resources for students that supports their GCSE learning and their progression to HE. During the first lockdown earlier this year, Take Your Place funded art resource packs for GCSE art students, to support their remote working, enabling them to continue with their coursework whilst not having access to school art materials. Nicola Garratt, Take Your Place resident Arts Champion, worked collaboratively with staff from Norwich University of the Arts to send over 1000 art packs directly to student’s homes.

The art resource packs went to thirteen schools and academies across the county, with many teachers stressing the importance of support given to often disadvantaged students, during a time of much distress and upheaval.

Winning Artwork

“The art pack really helped a lot considering that everything that was in it is expensive to buy. I really appreciate that we had the opportunity to get them and I was very surprised when I found out I won! This was my first painting that came from my imagination, usually I paint from photography so this painting made me quite proud and I hope I’ll be able to paint out of my imagination more often.

Thank you so much!”

Jekatarina Balejeva Winner of ‘2 metres apart’ Art competition (12-18 year old category)

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The response from students and staff was incredible with Jekatarina Balejeva, a 14-year-old art student from Chantry Academy, winning an art competition run by The Source in Ipswich. Another student from Castle Manor Academy in Haverhill said the arts packs and equipment provided by Take Your Place “are really helpful and good quality too. Therefore, it would be nice...that I say thank you!”

Nicola and Take Your Place plan to develop this idea further in the coming year, working hard to create resource and activity for students across the county who would normally engage face-to-face through outreach work provided by the University of Suffolk.

Response to COVID-19

Students in years 12 and 13 were able to join interactive virtual activity throughout the Uni Camp week with academic sessions and workshops aimed at preparing young people for university and Q&A sessions hosted

by Student Ambassadors answering questions about student life.

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Business Engagement The last year has been very different for everyone, reinforcing the benefits of staying connected and the importance of relationships, new and old. Throughout the year the University has been grateful for the support of the business community in enabling the organisation to face the challenge of adapting its service to support the community recovery with continued access to academic, student and graduate expertise.

The University of Suffolk’s directorate of Business Engagement & Entrepreneurship launched the ‘Together with Business’ programme in April 2020 to support the local business community during the COVID-19 pandemic.

Response to COVID-19

Designed to support the local response, recovery and resilience, the University used its knowledge exchange offer and academic expertise to add value at a critical time for individuals and organisations. Academic colleagues as well as honorary graduates and businesses were engaged to create ‘Bitesized’ videos on a range of topics, and the popular business breakfasts ‘Quaysized’ moved online, alongside a series of webinars.

Through the Eastern Arc EIRA project, the University offered funding towards 12-week virtual internships for SMEs enabling home-based businesses to participate for the first time. This also provided employment opportunities from home for students and graduates facing a very challenging labour market and this was complemented with an Enterprise

Skills summer programme to help those who were thinking about, or who had started their own business due to the pandemic.

John Dugmore, Chief Executive of Suffolk Chamber of Commerce, said “Universities provide huge economic benefits to their local areas, residents and of course businesses. At a time when many businesses may be struggling, the We are Together with Business programme by the University of Suffolk, provides real tangible support and benefits for our business community. Firms of all sizes and sectors can benefit from a wealth of resources, knowledge sharing and several free sessions on leadership and management. This programme by the University shows the real strength of partnership working we have here in the county.”

Looking forward: Together with Business The ‘Together with Business’ programme continues with an increasing focus on health and wellbeing and sessions are recorded and captioned to ensure they are accessible to a wider audience. Knowledge exchange and innovation has never been more important as the region and the UK is challenged to ‘build back better’.

Moving forward the University will continue to build on their existing programme accessing further funds to support student employment and academic knowledge exchange within the business community.

To find out about the events, visit uos.ac.uk/event-list

In April 2020 the IWIC’s 3D productivity suite was repurposed to support the urgent need to supply visors to local hospitals and the University worked with BT to ensure effective distribution.

Technicians in IWIC printed 3D Verkstan frames in PLA and Prusa designed frames for a variety of healthcare sites across the region including hospitals and GP surgeries.

In April 2020, Leader of Ipswich Borough Council, Councillor David Ellesmere said, “It’s great to see a major investment by the Council being put to such a good use. This vital support for healthcare professionals shows how valuable and versatile this advanced 3D printer is. This is a really welcome innovation by the University, and we look forward to seeing these visors get to where they are most needed during the current crisis.”

“Like many other companies and institutions in the UK, the University of Suffolk is keen to support our healthcare workers as they look after those who are sick during this pandemic. I feel lucky that I have the opportunity to help our healthcare workers who put themselves at risk every day and I’m proud to be working for an institution that supports this.”

Response to COVID-19

3D Productivity Suite

Danielle Taylor Technician for 3D Technologies

From March to May 2020 the 3D productivity suite produced and donated to the community: 713 Verkstan design 3D printed headbands 46 Prusa design 3D printed headbands 630 clear polycarbonate or PETG laser cut visors

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FACTS AND FIGURES

2019/20 Overall Enrolled Students at Ipswich Campus and Partners'

2019/20 Classifications Group

Certificates Diplomas 1st 2:1 2:2 3rd Dist Merit Pass Unclassed

Business Education Engineering, Arts, Science and Technology Health Social Sciences and Humanities

7 339

12 0

26 35 15 10 3 9 3 1

52 1

103 8

74 4

0 0

46

6

56 82 44

8

15

21

30

0

41

21

94 145 109 7

14

26

59

0

107

10

73 111 67

58

87

51

4

3

Classifications for the Past 3 Years Facts and figures

Academic Year Certificates Diplomas 1st 2:1 2:2 3rd Dist Merit Pass Unclassed 2017/18

403

115

208 415 260 50

63

139

2018/19

525

112

217 367 203 36

77

133 206

2

2019/20

540

49

252 382 238 29 140 245 218

4

Numbers shown in Enrolled Heads - the total for 19/20 is 11,935

158

0

Facts and figures

The University spends its money on costs that support academic provision and the student experience. Although the University is a private limited company, it has no shareholders; any surplus generated by the University is re-invested directly back into academic provision and the student experience.

HEADLINE FIGURES FOR 2019/20

INCOME: £71.1m

EXPENDITURE: £63.4m*

Where does the University’s income come from?

What does the University spend its money on?

Student tuition fees account for 86% of the University’s income. The rest comes from government grants, NHS contracts, donations, research grants and other income generating projects and contracts. All sources of income help support the provision of teaching and research and the cost of providing the student experience, including a range of bursaries, new building projects and support staff.

The University employs approximately 520 staff and teaches more than 11,935 students* each year. To support our teaching activities and the student experience, the University must invest in a number of activities including support services and maintaining our campus estate.

We spent over £720,000 on bursaries and fee waivers for students, supporting students through their academic journey.

Grants and Contracts 4%

Bursaries 1%

Other Income 2%

Premises 11%

Funding Body Grants 5% Educational Contracts 3%

Admin and central services 11% Tuition Fees 86%

Academic Depts and Services 76%

*Including transition costs

How does the University support ACCESS to Higher Education?

Every effort is made by the University to safeguard and promote fair access to all full-time and part-time undergraduate programmes, recognising the need to support students

1,832

throughout their whole student lifecycle. As part of the annual agreement with the Office for Fair Access (OFFA), the University spent over £720,000 on financial support for 1,832 students.

FAIR ACCESS IN NUMBERS

£720,000

NUMBER OF STUDENTS receiving financial support

How does the University INVEST in improving the student experience?

Capital spend by academic year (£’000s) 2015/16 2016/17 2017/18 2018/19 2019/20 5,431

2,201

2,195

3,130

2,861

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The University has invested £13.9 million on campus improvements and new teaching equipment over the past five years and plans to continue investing funds to improve facilities. In addition to this, each year the University sets aside £1 million of its budget for investment in its estate, IT infrastructure and portfolio development.

SPENT ON ACCESS BURSARIES and fee-waivers

uos.ac.uk