With an overall score of 98.3 out of 100—an improvement from last year’s 98.0—the University ranks 9th out of 1,751 institutions, placing it within the top 1% of universities globally. This achievement builds on 91ֱ��’s reputation as the only university in the world to feature in the top 10 in both the QS Sustainability Rankings and the 2024 Times Higher Education Impact Rankings, which measure progress towards the vitally important (SDGs). 

The UK has 26 universities in the top 100 globally and more top 10 universities than any other country or territory. 

The QS Sustainability Rankings were launched in 2022, these rankings evaluate ESG performance through research, teaching, public engagement, and university operations, using data from policies, case studies, staff and alumni surveys, and research outputs. 

The University’s strong position reflects the commitment to ongoing research excellence and the contributions of highly-cited researchers working towards the SDGs in areas such as the 91ֱ�� Environmental Research Institute, the Global Development Institute and the Sustainable Consumption Institute. 

The University was able to demonstrate its commitment to equality, diversity, and inclusion through policies like the Dignity at Work and 91ֱ�� Policy and its ambitious 2038 Decarbonisation Plan, which includes a landmark deal to build a solar farm with 104,000 panels supplying 65% of the University’s electricity. 

In teaching evaluations, our taught programmes have been recognised as highly valuable, such as the MSc in Climate Change, delivered by the School of Environment, Education and Development, to equip students to address climate and nature crises. 

The University’s public engagement programmes, such as the award-winning Poverty Matters programme which engages communities to tackle pressing social issues like child poverty, contribute highly to the institution’s positive societal impact. Last year the University was also awarded a award by the (NCCPE), which recognises universities’ engagement with the public. 91ֱ�� is only the second university to be successful in achieving the Platinum award.  

Dr Julian Skyrme, Executive Director of Social Responsibility and Civic Engagement, said: “This independent ranking by QS draws on a range of evidence of our social and environmental impact across research, teaching, public engagement, and university operations. This excellent result reflects the work of thousands of staff, students, alumni, and external partners and should be a source of pride for our whole community.” 

Professor Nalin Thakkar, Vice-President for Social Responsibility, added: “We want to be a world leader in social responsibility and environmental sustainability. This latest assessment of our impact by QS helps ensure people around the world are attracted to partner with us, or come here to work and study, because of our reputation for social responsibility. Well done to everyone in our community who has contributed to this success.” 

Explore how The University of Manchester is advancing the UN Sustainable Development Goals by visiting . 

Further details on the QS Sustainability Rankings’ methodology and weighting are available on the . 

By collaborating with community groups, organisations, and schools to expand their expertise and experience, service learning allows students to deliver essential and relevant services to local residents, benefiting both the community and the students themselves.

At times, obtaining legal advice becomes essential. Yet, finding affordable and reliable legal guidance can be a significant challenge for some individuals.

Believing that legal advice should be universally accessible, The University established the Justice Hub in a prominent location on 91ֱ��'s Oxford Road. This initiative enables students from the School of Social Sciences to join forces with a shared aim of serving the community. The Hub provides free legal advice and guidance on a wide range of issues.

Law lecturer and Justice Hub lead, Philip Drake, described its role: “The Justice Hub is a collective term for various free legal advice projects managed together. Our flagship initiative is the Legal Advice Centre, which is fully integrated into our curriculum.

“This year, 328 students are already signed up, reflecting the high demand from both students and the local community. Last year, we handled close to 1,500 enquiries seeking legal assistance.”

Supported by University staff and professional lawyers who volunteer their expertise, the Justice Hub is primarily student-driven, offering future solicitors and legal advisors hands-on experience with the inequalities in the legal system while encouraging them to make a positive impact.

Phil said: “We incorporate reflective practice into the work. It’s about more than developing legal skills; it involves thinking critically about the fairness of the law, its negative impact on the most disadvantaged and often marginalised, and understanding the reasons behind it. Experiencing a client breaking down in tears during a meeting is something that cannot be taught in a traditional classroom setting.

“It’s inspiring to witness students’ growth from where they begin to their achievements at the end. Whatever their future paths, we want them to carry a sense of social responsibility with them.”

One of the Justice Hub’s initiatives, the 91ֱ�� Innocence Project, focuses on assisting the wrongfully convicted and fostering reforms in the justice system.

Recently, the Project received the Greater 91ֱ�� Pro Bono Award for 'Best Group of Students', while the University was also a finalist for 'Best Educational Institution'.

Undergraduate social anthropology student, Honey Fisher, who works within the Justice Hub, commented: "Being a Justice Hub intern has been an amazing chance to gain practical experience and develop essential skills for a career in law.

"By attending client interviews, we saw how members of the local community face a broad range of legal challenges and recognised how crucial services like those provided by the Justice Hub are in bridging the legal aid gap."

Many people take access to quality dental care and trustworthy health information for granted. However, for some, these basic services remain out of reach.

University of Manchester dental students offer free treatments at the University's Emergency Dental Clinic, serving around 2,000 patients annually. This allows the students to refine their skills while addressing local communities' needs and tackling significant dental health disparities, a known issue in the north-west.

Striving to narrow dental inequalities, students also provide care to refugees and other minority groups. Recognising the impact of dental health inequalities on children, the University’s dental students participate in a charity-led initiative, visiting schools to educate children on oral hygiene's importance.

Increasingly, University of Manchester students engage directly with industries for mutual benefit. For example, the University’s Fashion, Business and Technology School has partnered with leading fashion industry companies.

In ‘industry-live projects’, students act as consultants, addressing real-world briefs that align with the industry’s strategic goals. Over 200 students collaborate with these partners during key points of the semester.

Dr Julian Skyrme, executive director of social responsibility and civic engagement at The University of Manchester, highlighted: "The efforts of our law students are just one example of the service learning we have implemented at the University.

"Our dental students provide oral health checks for homeless individuals, drama students collaborate with offenders in the criminal justice system, and management students offer consultancy to non-profit organisations.

"As we consider the University's direction for the next decade, we envision every student contributing positively to society as part of their education."

Learn more about The University of Manchester’s commitment to social responsibility at .

Discover more about the .

Explore within the University’s Faculty of Biology, Medicine, and Health.

As part of the bicentennial celebrations, the University has announced the launch of its Bicentenary PhD Studentships and Fellowships – a transformative programme which will support the next generation of research leaders. 

As part of its investment, the University has launched a £10 million matched funding programme to catalyse philanthropic support and deliver a total of £28 million in new studentships and fellowships. It is inviting people and organisations who share its commitment to world-class research to join it in supporting the research leaders of the future.  

This landmark initiative highlights 91ֱ��’s commitment to fostering world-class research and to positioning itself as a global leader in innovation and academic excellence. By providing substantial support for both postgraduate research students and early-career researchers, the University aims to cultivate the brightest minds and catalyse pioneering research which addresses the complex challenges of today’s world.  

The Bicentenary PhD Studentships and Fellowships programme will offer funding across the University’s three core faculties: Science and Engineering, Humanities, and Biology, Medicine & Health. By supporting a wide range of disciplines, the University is promoting a broad and inclusive approach and ensuring that a diverse array of voices and perspectives are represented in its research community.   

From exploring sustainable technologies to advancing medical sciences and cultural studies, the initiative is designed to empower academics across many fields, helping to foster a vibrant, interdisciplinary research environment. It reinforces the University’s status as a hub of intellectual and research excellence, as well as strengthening 91ֱ��’s legacy as a world-leading institution committed to empowering change-makers and visionaries. 

Recognising the importance of diversity and accessibility, the University invites prospective students and early-career academics from all backgrounds to apply for the prestigious awards. Recipients will gain access to a robust support system that includes dedicated mentorship, comprehensive training and a suite of career development resources. This unique combination of funding and career support underscores 91ֱ��’s commitment to nurturing a research community that reflects and addresses the needs of the global society it serves.  

“The Bicentenary Scholarships and Fellowships represent a significant investment in the future of research at The University of Manchester,” said Professor Colette Fagan, Vice-President for Research. “We’ve been committed to supporting students from all backgrounds since 1824 and will continue to do so for the next 200 years. This is about celebrating our rich history as well as ensuring that our legacy of innovation and excellence continues.”  

“91ֱ�� is a city like no other - a place where history and innovation meet, where diversity fuels creativity, and where our university stands as a beacon of discovery and opportunity,” said President and Vice-Chancellor Professor Duncan Ivison. “As we mark our 200th year, this landmark programme demonstrates our commitment to shaping a future that reflects the dynamic spirit of this incredible city, and the importance of philanthropy in delivering this ambition.”  

For more information about how to apply, prospective students and researchers are encouraged to visit the Bicentenary PhD Studentships and Fellowships page of the University’s website. 

Individuals or organisations interested in exploring philanthropic opportunities through the £10 million matched funding scheme are encouraged to contact Olympia Kennard (Olympia.Kennard@91ֱ��.ac.uk) to begin a conversation. 

The team is a collaboration between The University of Manchester and sector partners, including BASF, Siemens, the Ogden Trust, Primary Science Teaching Trust, the Comino Foundation, the Royal Society, ASE, PSQM, SSERC, Leeds Trinity University, and CREST – involving hundreds of schools across the UK.

They won the prize in recognition of their work inspiring 5-14 years olds in practical science, through a collaborative campaign focused on pupils asking, investigating and sharing their scientific questions. Supported by their teachers, young people work scientifically to gather evidence, draw conclusions and share their learning with new audiences, from fellow pupils to community groups and dignitaries.

GSSfS is relevant to all young people, in whatever educational setting, anywhere across the world. This year, the campaign reached over 670,000 pupils in more than 3,500 schools, spanning 36 countries.

Dr Helen Pain, Chief Executive of the Royal Society of Chemistry, said: “The chemical sciences are at the forefront of tackling a range of challenges facing our world. From fundamental chemistry to cutting-edge innovations, the work that chemical scientists do has an important role to play in building our future.

“The inspiration, innovation and dedication of those who work in education is fundamental to the progress of the chemical sciences – shaping the future and setting our young people up to tackle the challenges and the opportunities facing our society and our planet.

“The team’s work demonstrates an outstanding commitment to chemistry education, and it is our honour to celebrate their considerable contribution.”

The Royal Society of Chemistry’s prizes have recognised excellence in the chemical sciences for more than 150 years. This year’s winners join a prestigious list of past winners in the RSC’s prize portfolio, 60 of whom have gone on to win Nobel Prizes for their work, including 2022 Nobel Laureate Carolyn Bertozzi and 2019 Nobel laureate John B Goodenough.

The Excellence in Education Prizes celebrate inspirational, innovative, and dedicated people working in primary, secondary, further education and higher education – including teachers, technicians and more. These prizes recognise a wide range of skills – from curriculum design to effective teaching, and from personal development to working culture. This category includes specific prizes for teams and for those in the early stages of their career.

The rankings are developed based on responses to questionnaires sent to the world’s leading academics and take into account these senior figures’ opinions. They assess research-intensive universities across 18 performance indicators, which are divided into five pillars covering their core missions of teaching, research, knowledge transfer and internationalisation.    

The University - one of only twelve UK Universities in the top 100 - fell slightly from 51^st place in 2023. 91ֱ�� is also ranked the 6^th best university in the UK and 52^nd in the world in the Academic Ranking of World Universities, with the University’s social and environmental impact ranked in the top ten globally (Times Higher Education Impact Rankings).  

The last 12 months have seen a raft of major developments and initiatives at 91ֱ��. The University has marked its bicentenary with a huge number of events across campus celebrating 200 years of learning, innovation and research. Unit M, a new capability to drive the University’s approach to innovation, was launched at the World Academic Summit. Staff, students, alumni and partners are currently participating in 91ֱ�� 2035, the University’s bold new strategy for the next decade.  

President and Vice-Chancellor, Professor Duncan Ivison said: "Whilst rankings don’t measure everything we value, 91ֱ��’s place among the world’s top universities is testament to the dedication and hard work of our entire community. We excel in pioneering research, outstanding teaching, and social responsibility and it has been exciting to share our campus and city with delegates at this week’s Summit.” 

“However, we recognise there is always room for improvement. Collectively, over the next decade, we need to be more impactful, more engaged, more innovative, and more committed to excellence than we have ever been in our history. This is the vision that is inspiring us as we begin to develop our new 91ֱ�� 2035 strategy over the coming months.”  

Phil Baty, Times Higher Education’s chief global affairs officer, said: “While, overall, the picture of UK higher education in our rankings is positive, the sector is being battered by numerous prevailing winds. Chief amongst them is the extremely stretched finances it is facing and the restrictions on recruiting international students making it harder for them still, making it almost impossible to see how the sector can sustain its position in the coming years without significant help.  

“We have heard positive words from education secretary Bridget Phillipson, which is very encouraging for the sector. We hope this more positive environment will translate for better news for UK HE which has somehow stayed world-leading despite the extremely tough funding environment it finds itself in.”  

contains full list of the 100 universities with the best reputation in the world. 

The KEF provides information about the broad ranging knowledge exchange activities of English HE Providers, such as the way universities work with external partners, from businesses to community groups, for the benefit of the economy and society. 

The University of Manchester supports the full range of knowledge exchange activities through public engagement, supporting businesses and commercialising research towards next generation technologies. Students, staff, partners and local communities all play a key role in ensuring that the University makes a positive societal and economic impact. 

The KEF allows universities to better understand their own performance and fosters a culture of continuous improvement. HE Providers are placed into a cluster of peers, grouping together universities of similar types, with The University of Manchester placed in a group of 18 large, research-intensive universities including Oxford and Imperial. 

91ֱ��’s performance in continuous professional development and Graduate Startups, which is supported by the work of the and , received an enhanced rating of high engagement in KEF4, and 91ֱ�� now sits above the cluster group average.  

91ֱ�� also continues to receive the highest rating for Research Partnerships, where the University is placed above the cluster group average. This recognises the work of the University’s Business Engagement and Knowledge Exchange team.  

The excellent performance of the in licensing, IP income, investment and turnover of spinouts continues to be recognised with the highest rating in IP and Commercialisation. 

The University also received the highest rating for Public Engagement, and includes our achievements in volunteering, festivals, citizen science, and engagement with communities through our cultural institutions, , , , and the . 

Professor Luke Georghiou, Deputy President and Deputy Vice-Chancellor, said: “Knowledge exchange is a core priority for The University of Manchester. We shall continue to ensure that our research, teaching and social responsibility activities benefit the economy and society at local, national and global levels.”  

• You can view each university’s performances on the . 

The University’s Equality, Diversity and Inclusion team hosted the “We Belong Here” event in April 2023, which aimed to inspire young people who are care experienced to think about attending university, and to consider 91ֱ�� as a university of choice. At this event, Professor Jackie Carter connected with several care experienced or estranged young people, including Willow. Jackie was very taken by Willow, stating: “What struck me about Willow was her motivation in wanting to study Sociology because all the books she was reading made no reference to people like her”.

After the event, Jackie arranged work experience for Willow at the University. Willow shadowed Jackie, met with other academics, talked to university students, and spent time exploring the campus. Jackie also offered to mentor Willow by supporting and guiding her through her A-Level exams, as well as encouraging her to apply for the course she wanted to study. In a reflection on her work experience Willow wrote: “It felt like they wanted you to succeed and find your place in this academic world. Like, it’s not just about getting a degree, it’s about discovering your passions, pushing your boundaries, and becoming the best version of yourself.”.

Congratulations to Willow Stephenson who will be joining in September to study Sociology () and German.

At an event set up by colleagues, met with several care-experienced or estranged young people, which is where she met Willow.

— The University of Manchester (@OfficialUoM)

On A-Level Results Day, Willow found out she will be coming to the University in September to study her dream course, which is a brilliant result. Jackie says: “A year ago she didn’t even know she could study this degree and had no intention of applying for The University of Manchester.”

Since Willow received her results, Jackie has reflected upon the impact herself and other female members of staff had on Willow. Highlighting the importance of representation, Jackie says: “I think helping her [Willow] see strong women who cared about her progress has been a huge boost for her”.

The University of Manchester continues its commitment to supporting young people who are care experienced or estranged, in succeeding in higher education. Willow’s story and the dedication demonstrated by Professor Jackie Carter and the Equality, Diversity, and Inclusion team, illustrates that it is both possible, and imperative, to make a difference.

• For more information about The University of Manchester’s commitment to care experienced and estranged young people, visit this page.

Throughout the year, teachers of 5-14 years olds have the chance to upskill in their own knowledge and skills of teaching science enquiry, using innovative resources and ideas related to the theme of Sustainable Science to involve their pupils in asking and investigating scientific questions that matter to them.

Now, on Tuesday 11 June, teachers and their pupils will come together in celebratory events both in-person and online, across the UK and beyond, to share what they have learnt with their peers, family, industry professionals and the general public.  

This year’s theme is Sustainable Science, with a focus on the Some of the questions shared this year, include:

·       How could we prevent the polar ice caps melting? 

·       Which fruit or vegetable is most likely to be able to power an electric car? 

·       What effects does plastic pollution have on wildlife? 

·       Which fabrics shed less fibres and are therefore better for the environment? 

·       Can we increase the biodiversity in our school? 

The Great Science Share for Schools (GSSfS) campaign was launched by Professor Lynne Bianchi, Vice Dean for Social Responsibility at The University of Manchester, to provide a unique way to elevate the prominence of science in the classroom, focussing on learner-focussed science communication, inclusive and non-competitive engagement, and promoting collaboration.

Supported by a team of specialists, they have an approach that is supported across the STEM sector, and actively involves research from a range of fields including quantum science, fashion materials, computing and the creative industries.

Earlier this year, the campaign was granted the prestigious patronage of the , in recognition of its status as a beacon of excellence in science education and its pivotal role in shaping the next generation of scientists, innovators, and global citizens.

The team’s growth strategy, which monitors the reach and quality of the campaign, sees it develop year on year. Now, in its ninth year, there will be more than 650,000 pupils registered across 40 countries, with schools in Montenegro being some of the latest to join.

Professor Lynne Bianchi added: “GSSfS is a powerful and purposeful way to engage young people with science related to real-world contexts. It offers teachers and school leaders the chance to raise the profile of science at a time where our economy relies so heavily on STEM skills and innovation.”

Professor Bianchi, recently advised on the new Education Endowment Foundation’s Improving Primary Science Guidance and is researching the purpose and effectiveness of practical work in science as part of a Nuffield Foundation research study. In this way, the knowledge and awareness developed within the Great Science Share for Schools informs leading practice by sharing best practice and insights to make a wider impact.

An exciting addition to the Great Science Share this year is the release of the brand-new which publishes 200 questions shared by pupils.

Professor Bianchi said: “This has been an ideal opportunity to celebrate The University of Manchester’s Bicentenary, and to inspire more teachers and young people across the world to ask, investigate and share their questions with each other.”

In a major move towards achieving its 2038 zero carbon ambitions, the University has partnered with leading UK clean energy company Enviromena to buy electricity generated from its brand-new solar farm based in Medebridge, Essex.

Once complete, Medebridge Solar Farm will comprise 104,000 solar panels across 175 acres of low-grade agricultural land, the equivalent of around 70 football pitches.

The site will also create a significant biodiversity net gain. With enhancements to the existing hedgerows and planting of native grassland and wildflower meadow beneath and around the solar arrays, the site will encourage nesting opportunities for wildlife and improved habitat connectivity.

The contract that secures this investment, known as a Corporate Power Purchase Agreement (cPPA), commits the University to purchase 80% of Medebridge’s total annual generation capacity (58 GWh) for the next decade, reducing University carbon emissions by 12,000 t/co2 every year - enough to power 21,000 homes.

Lee Barlow, Finance & Administration Manager, and Project Lead at The University of Manchester, said: “After nearly three years of rigorous procurement and negotiations, we are proud to announce this landmark agreement, which reinforces our commitment to sustainability whilst delivering best value to our students and stakeholders, in the form of price certainty and supply stability.

“The journey has been marked by unprecedented challenges in the energy and renewables sector, first with the 2022 energy crisis, and later complicated by geopolitical events in Eastern Europe. Securing this 10-year cPPA despite such adversity is a huge accomplishment and holds special significance as we celebrate the University’s bicentennial year.”

and Academic Lead for Carbon at The University of Manchester, added: “The really important thing for us in developing this relationship was that our commitment would add new renewable energy capacity to the UK electricity system. Through our long-term purchasing commitment, we have played a key role in bringing this development forward – maximising the positive impact of our purchasing power.”

Dr Julian Skyrme, Director of Social Responsibility at The University of Manchester, added: “As consumers many of us may have ‘green’ or renewable energy tariff. These are important, but they don’t put ‘additional’ renewable power into the grid in the same way as a power purchase agreement. By signing a PPA we’re supporting not only a greener University of Manchester, but also a greener energy grid across the UK. This PPA is part of a much wider transition away from burning fossil fuels and towards generating significantly more cleaner, electrified forms of power.”

This milestone achievement was made possible through the collaborative efforts of a multidisciplinary implementation team from the University, complemented by the expertise of its energy consultant, Inspired PLC, and Eversheds Sutherland acting as external legal counsel.

Enviromena develops, builds, owns and operates renewable energy assets and currently manages over 300MW of renewables projects. In addition, Enviromena is currently working on a 3GW+ pipeline of renewable energy projects in the UK and Italy that will significantly decarbonise electricity networks, reduce emissions and support the global drive towards net zero.

Lee Adams, Enviromena’s Chief Commercial Officer, said: “Enviromena is leading the charge towards a world powered by clean energy and our teams are delivering high volume projects that make a massive contribution to lowering carbon emissions. This significant partnership with The University of Manchester demonstrates the shared commitment between ourselves and an influential, large-scale organisation, which, at the time it celebrates its 200-year anniversary, is taking steps towards reducing its carbon footprint through the technologies of tomorrow for a cleaner future energy supply."

Chris Marsh, Enviromena’s Chief Executive Officer, added: “We’re delighted to partner with the University to support their zero carbon ambitions. In addition to reducing the University’s carbon emissions over the next 10 years, the site itself will benefit the local habitat over its useful life until mid-2060.” 

Construction of Medebridge commenced in April 2024, with energisation expected in autumn 2025.

The University has set ambitious goals to reduce its environmental impact, in line with its core goal of social responsibility. In 2022 it ended investments in coal, oil and gas and reduced the carbon intensity of its investments by 37%.

All degree programmes are kite-marked against the (SDGs) and the University is rated top in the UK and Europe and second in the world in the Times Higher Education Impact Rankings global performance table (2023). 91ֱ�� also top in the UK and Europe and third in the world in the independent QS World University Sustainability Rankings (2024)

The research platform brings together the unique depth and breadth of internationally leading research at The University of Manchester and builds on the University’s track record of successful interdisciplinary working, to produce integrated and truly sustainable solutions to urgent environmental challenges. This includes the , which helped create the University’s Zero Carbon Goal.

Beth Sims, a third-year Chemistry student at The University of Manchester, will join a group of 18 students, all on work placement at , a science company in Derbyshire, to take part in the challenge to raise money for , an important charity supporting students with their mental health.

The Lubrizol students will be completing the distance between Lubrizol in Hazelwood, Derbyshire, and the company’s base in Barcelona. They are aiming to cover the 1715km (1066 miles) distance collectively, with each student taking on roughly 100km during April, whether that be walking, running, cycling, or even climbing. 

Beth enjoys going for jogs in Lubrizol’s extensive grounds, which are set in the beautiful Derbyshire countryside in a former stately home near Duffield and will be running the distance throughout the challenge.

With around one in four students reporting having a diagnosed mental health issue while at university, Student Minds empowers students to build their own mental health toolkit to support themselves and their peers through university life and beyond. The students are aiming to raise £500 with their distance challenge, which will be matched by Lubrizol. To donate, visit:

Other universities represented by the Lubrizol distance challenge are: Derby, Loughborough, York, Warwick, Nottingham, Lincoln, Durham, St Andrews and Sheffield.

The Clinical Academic Training Programme will invest £58.7m at nine research centres including the Cancer Research UK 91ֱ�� Centre in partnership with the Christie NHS Foundation and The University of Manchester and The University of Leeds.  

Clinician scientists play an essential role in translating cancer research, helping to bridge the gap between scientific research carried out in laboratories and clinical research involving patients. Working across both research settings, their contributions to new knowledge and its translation to clinical practice are critical for cancer research.

Cancer Research UK’s Clinical Academic Training Programme Award will continue to transform clinical research training at nine of its research centres over the next five years. It builds on the 5-year £50.7 million investment awarded by the charity in 2019. In total, the Cancer Research UK will have invested more than £109 million in this programme over ten years, signalling the critical role the charity plays in supporting the UK’s life sciences ecosystem.

Michelle Mitchell, Cancer Research UK’s Chief Executive, said:  “Clinician scientists have a very important role to play by bringing their knowledge and experience of treating people with cancer to scientific research.

“We need all our doctors and scientists to be able to reach their full potential, no matter their background. That’s why we are continuing to provide flexible training options for early-career clinician scientists. After the success of the first five years of this programme, we want to encourage even more clinicians to get involved in cancer research to help us get closer to a world where everybody lives longer, better lives free from the fear of cancer.”

Becoming a clinician scientist usually involves doctors taking time out of their medical training to undertake a PhD, before returning to train in their chosen specialisation, but many clinicians don’t come back to research after qualifying as consultants.

To address this problem, Cancer Research UK awarded funding to provide flexible training options alongside mentorship and networking opportunities to better support clinicians who want to get involved and stay in cancer research, through building stronger clinician scientist networks within and across research institutes.

In particular, the funding allows universities to offer combined Bachelor of Medicine-Doctor of Philosophy (MB-PhD) qualifications to early career clinicians – which allows medical students to complete a PhD earlier in their medical training.

Data from the Medical Schools Council Clinical Academic Survey reports a decline in the number of clinical academic positions between 2011–2020. US data also suggests that offering combined qualifications retains more women in clinical research roles.

Welcoming Cancer Research UK’s renewing of clinical training funding in Scotland, the Director of the Cancer Research UK Scotland Centre, Professor Charlie Gourley, said:  “We are delighted to gain further Cancer Research UK funding and to work with colleagues across Scotland to offer doctors new and flexible training opportunities so that they can become the clinical cancer researcher leaders of the future.

“It is vital for our laboratory scientists to be able to work with clinicians at all levels and specialities to find new and better treatments for cancer. This will undoubtedly lead to benefits for cancer patients in the longer term.”

The Cancer Research UK 91ֱ�� Centre is one of eight centres in England receiving further CATP funding The Director of the Cancer Research UK 91ֱ�� Centre and Professor of Cancer Studies at The University of Manchester, said: “Renewing funding for this programme of training and support for clinician scientists is another step forward.  The increased flexibility offered, and additional funding and support after doing a PhD will allow more time for doctors to do research, no matter their background and personal circumstances.

“This continued investment by Cancer Research UK will deliver a highly enthusiastic, educated, and diverse workforce in the UK who will help bring new cancer treatments and diagnostic tests to those who need it most.”

Medical student, transferred to a CRUK-funded MB-PhD course in 2020. Under the supervision of , her PhD focussed on using a new way of measuring obesity-related factors in individuals, called “overweight years”, similar to how “pack-years” is used to measure an individual smoker’s tobacco use.

She completed her PhD studies in 2023 and should complete her medical degree next year, with her gained research experience informing her studies and medical practice.

Reflecting on her MB-PhD studies, Dr Nadin Hawwash said: “The MB-PhD pathway to become a clinical scientist stood out for me, because it helps medical graduates to stay in research following undergraduate training.

“The course allowed me to: undertake data science-focused cancer research; create international collaborations; assemble and analyse a consortium with over 1.4 million individuals from 10 countries; and present my research globally.

“I am thrilled that more aspiring researchers will be able to train as clinician scientists in 91ֱ�� and elsewhere, to contribute to cutting-edge cancer research projects that will ultimately benefit patients.”

The University of Manchester has been awarded £30 million funding by the Engineering and Physical Sciences Research Council (EPSRC) for four Centres for Doctoral Training as part of the UK Research and Innovation’s (UKRI) £500 million investment in engineering and physical sciences doctoral skills across the UK.

Building on 91ֱ��’s long-standing record of sustained support for doctoral training, the new CDTs will boost UK expertise in critical areas such as advanced materials, AI, and nuclear energy.

The CDTs include:

• EPSRC Centre for Doctoral Training in 2D Materials of Tomorrow (2DMoT) - with cross-disciplinary research in the science and applications of two-dimensional materials, this CDT will focus on a new class of advanced materials with potential to transform modern technologies, from clean energy to quantum engineering. Led by , Professor of Physics at The University of Manchester.
   
• EPSRC Centre for Doctoral Training Developing National Capability for Materials 4.0 - this CDT will bring together students from a range of backgrounds in science and engineering to drive forward the digitalisation of materials research and innovation. Led by , Professor of Applied Mathematics at The University of Manchester and the Henry Royce Institute.
   
• EPSRC Centre for Doctoral Training in Robotics and AI for Net Zero - this CDT will train and develop the next generation of multi-disciplinary robotic systems engineers to help revolutionise lifecycle asset management, in support of the UK’s Net Zero Strategy. Led by , Reader in the Department of Electrical and Electronic Engineering at The University of Manchester.
   
• EPSRC Centre for Doctoral Training in SATURN (Skills And Training Underpinning a Renaissance in Nuclear) - the primary aim of SATURN is to provide high quality research training in science and engineering, underpinning nuclear fission technology. Led by , Professor of Nuclear Chemistry at The University of Manchester.

91ֱ�� received joint-third most awards across UK academia, and will partner with University of Cambridge, University of Glasgow, Imperial College London, Lancaster University, University of Leeds, University of Liverpool, University of Oxford, University of Sheffield, University of Strathclyde and the National Physical Laboratory to prepare the next generation of researchers, specialists and industry experts across a wide range of sectors and industries.

In addition to leading these four CDTs, The University of Manchester is also collaborating as a partner institution on the following CDTs:

• EPSRC Centre for Doctoral Training in Fusion Power, based at University of York.
• EPSRC Centre for Doctoral Training in Aerosol Science: Harnessing Aerosol Science for Improved Security, Resilience and Global Health, based at University of Bristol.
• EPSRC Centre for Doctoral Training in Compound Semiconductor Manufacturing, based at Cardiff University.

Along with institutional partnerships, all CDTs work with industrial partners, offering opportunities for students to develop their skills and knowledge in real-world environments which will produce a pipeline of highly skilled researchers ready to enter industry and take on sector challenges.

Professor Scott Heath, Associate Dean for Postgraduate and Early Career Researchers at The University of Manchester said of the awards: “We are delighted that the EPSRC have awarded this funding to establish these CDTs and expose new cohorts to the interdisciplinary experience that researching through a CDT encourages. By equipping the next generation of researchers with the expertise and skills necessary to tackle complex issues, we are laying the groundwork for transformative solutions that will shape industries and societies for generations to come.”

Announced by Science, Innovation and Technology Secretary Michelle Donelan, this round of funding is the largest investment in engineering and physical sciences doctoral skills to-date, totalling more than £1 billion. Science and Technology Secretary, Michelle Donelan, said: “As innovators across the world break new ground faster than ever, it is vital that government, business and academia invests in ambitious UK talent, giving them the tools to pioneer new discoveries that benefit all our lives while creating new jobs and growing the economy.

“By targeting critical technologies including artificial intelligence and future telecoms, we are supporting world class universities across the UK to build the skills base we need to unleash the potential of future tech and maintain our country’s reputation as a hub of cutting-edge research and development.”

These CDTs join the already announced . This CDT led by , Senior Lecturer in Machine Learning at The University of Manchester, will train the next generation of AI researchers to develop AI methods designed to accelerate new scientific discoveries – specifically in the fields of astronomy, engineering biology and material science.

The first cohort of AI CDT, SATURN CDT and Developing National Capability for Materials 4.0 CDT students will start in the 2024/2025 academic year, recruitment for which will begin shortly. 2DMoT CDT and RAINZ CDT will have their first cohort in 2025/26.

For more information about the University of Manchester's Centres for Doctoral Training, please visit:

This recognition underscores the event's profound alignment with UNESCO's (United Nations Educational, Scientific and Cultural Organization) values, solidifying its status as a beacon of excellence in science education.

Patronage granted by the UK National Commission for UNESCO serves as a hallmark of quality, signifying an event's contribution in advancing UNESCO's mission in promoting education, scientific research, and cultural understanding. The GSSfS has been acknowledged by the UKNC for its exceptional contributions to these crucial areas, affirming its pivotal role in shaping the next generation of scientists, innovators, and global citizens.

The GSSfS is a campaign for everyone to involve young people from 5-14 years in asking, investigating and sharing a scientific question they care about. First launched as part of the European City of Science in 2016, the campaign is centred around an annual programme of activity culminating in a large scale sharing event on the second week of June each year.

Since its inception, GSSfS has been dedicated to empowering young people to ask-investigate and share a scientific question with new audiences. The event has reached over 500,000 young people across 33 countries to spark curiosity about the world around us. Through teacher professional development, tailored resources aligned to global issues and engaging events, the campaign has, nurtured creativity, and inspired a lifelong passion for discovery in young people across the globe.

"We are deeply honoured this year to receive the esteemed patronage from the UK National Commission for UNESCO," said Professor Lynne Bianchi, The University of Manchester.

“This endorsement is a testament to the dedication and hard work of everyone involved in making this initiative a resounding success. I hope that every supporter and participant will acknowledge that this has only been achieved through authentic collaboration across the sector.  With UNESCO's support, we are poised to expand our reach, amplify our impact, and inspire even more young learners to embrace the transformative power of asking scientific questions.”

As a UKNC-patronised event, GSSfS will continue to uphold the highest standards of excellence, innovation, and inclusivity in science education. By leveraging this prestigious endorsement, the initiative aims to forge new partnerships, enhance its offerings, and empower teachers, educators, pupils and whole school communities worldwide to engage meaningfully with science enquiry and its applications.

Julian Skyrme, Director of Social Responsibility, said “The University of Manchester is already a world-leader in social responsibility and sustainable development. This prestigious partnership with UNESCO will help even more young people around the world see science as a force for good in the world.”

James Bridge, Chief Executive and Secretary General, United Kingdom National Commission for UNESCO (UKNC), said: “We are delighted to grant the UK National Commission for UNESCO Patronage to the Great Science Share for Schools campaign in 2024. Education, Science, and Communication and Information are three fundamental pillars of UNESCO’s global work, so it is great that the UK National Commission can support an initiative here in the UK that brings these together in such an imaginative and collaborative way.

“By engaging and encouraging children to choose a scientific question that they personally care about, and then gather and share their evidence to ‘solve’ that question, is a wonderful mechanism to develop enquiring minds.”

The Great Science Share for Schools extends its heartfelt gratitude to the UK National Commission for UNESCO for bestowing this honour and looks forward to continuing its mission of igniting passion, unlocking potential, and transforming lives through the wonders of science.

For more information about The Great Science Share for Schools, please visit .

91ֱ�� is one of 64 cities, from 35 countries, to join the (GNLC).

The UNESCO Global Network of Learning Cities is an international network comprising of 356 cities that successfully promote lifelong learning across their communities.

A key feature of UNESCO learning cities is the connections between education and skills, communities, employers and the public sector. 91ֱ��’s lifelong learning application was co-designed with 150+ organisations.

The University of Manchester is leading on digital skills as part of Manchester’s lifelong learning approach, a movement of people, services and place, to connect, validate and nurture learning, to support the city economy and to promote high quality and inclusive learning, for all aspects of our life.

Professor Danielle George, Associate Vice President Blended and Flexible Learning at The University of Manchester, said: “91ֱ�� is a city that creates and reinforces social cohesion, economic and cultural prosperity, and sustainable development. The University of Manchester is so proud to be part of this exciting network and to support our wonderful city facilitate lifelong learning for all and help realise the universal right to education.”

The University’s Flexible Learning Programme contributed to the successful bid and continues to focus on delivering flexibility in terms of place, pace and pathway. We aim to develop inclusive and accessible education to be a learning partner for life. To address the challenges around accessing talent and sector-specific digital skills, our Flexible Learning Programme, supported by Turing Innovation Catalyst 91ֱ��, will lead on the development of Manchester’s Digital Skill Framework (MDSF). This ecosystem will bring together industry, training providers and relevant stakeholders together to co-design a user-focused digital skills framework.

Professor Ang Davies, Academic Lead for Flexible Pathways and Lifelong Learning at The University of Manchester, said: “91ֱ��’s ambitions to become a global city of digital innovation are evident in the city’s digital strategy. Building a strong talent pipeline and addressing digital skills gaps in areas such as data science and AI will be critical. We are delighted to be working with the city on its lifelong learning programme to develop 91ֱ��’s digital skills framework, allowing us to address the gaps and match provider expertise with employer demand.”

Find out more: manchester.ac.uk/discover/teaching-and-learning-excellence/flexible-learning 

The $500k gift from the will be matched 100% by the University and will be used to support both early-career and returning researchers from the University’s Photon Science Institute in partnership with the Royce Institute, the UK’s national institute for advanced materials research and innovation.

The partnership was announced today (29 January) during the SPIE Photonics West conference in San Francisco.

Photonics is the study of light and its interactions to develop technologies that impact our daily lives, from fibre optics for communications, microscopy for medical applications, light sources for displays such as smartphones, to next generation quantum applications.

With a goal of increasing diversity in the subject, the SPIE-91ֱ�� Postgraduate Scholarship will have a particular focus on funding individuals returning to research following a career break or time in industry, and those pursuing unconventional career pathways or part-time study (situations often necessitated by caring responsibilities, for example).

Aligning current research and industrial needs for a robust training pipeline, an additional unique feature of the scholarship is an optional final-year placement of up to 12 months, during which students can develop industry-relevant skills in collaboration with local optics and photonics companies.

SPIE CEO Kent Rochford, added: “For many researchers and engineers, the traditional educational paths are barriers to their success.

“The SPIE-91ֱ�� Postgraduate Scholarship in Photonics aims to remove those barriers and provide exciting opportunities for early-career researchers and those who may be pursuing unconventional career paths. Working internally at the University’s Photon Science Institute with the option of an industry-focused placement, promises to benefit young researchers as well as our future diverse workforce. I very much look forward to meeting the leaders in optics and photonics technologies who will emerge from this dynamic partnership between SPIE and The University of Manchester.”

The scholarship is the 11^th major SPIE gift to universities and institutes as part of the Society's ongoing program to support the expansion of optical engineering teaching and research.

The  was established in 2019 to increase international capacity in the teaching and research of optics and photonics. With this latest gift, SPIE has provided more than $4 million in matching gifts, resulting in more than $11 million in dedicated funds. The SPIE Endowment Matching Program supports optics and photonics education and the future of the industry by contributing a match of up to $500,000 per award to college, institute, and university programs with optics and photonics degrees, or with other disciplines allied to the SPIE mission.

“Trainee educational psychologists make a significant contribution to England’s educational psychologist workforce, supporting schools, families and local authorities, in identifying and supporting the full range of children’s needs. Their commissioned, doctoral research is central to the evidence base for professional practice and is actively disseminated to achieve positive impacts across the whole profession.” 

You can learn more about the Doctorate in Educational and Child Psychology, and 91ֱ�� Institute of Education by visiting .

The festival welcomes all as it spotlights the region’s successes, address the challenges faced, and forge lasting connections to tackle them. 

The University of Manchester is pleased to be an education partner for 2024, at a time when we are working closely with businesses, partners and training providers to develop and evolve our professional learning and digital skills offer.  

What does the event include? 

The festival runs from 5 to 9 February 2024 at venues across 91ֱ��, with a distinct theme for each day such as talent, professional development and apprenticeships.  

As well as exhibiting at the event, the University will be showcasing the opportunities available to both businesses and individuals for collaboration, study and professional development alongside specific activities such as: 

• supporting Talent Day CV clinics 
• hosting a virtual or in-person Industry Insights session for school/college and  
• attending a bespoke educators' industry insights Professional Development Day session​ 

With a focus on flexible learning this is a great opportunity to share with others that Lifelong and flexible learning are central to the Universities Our Future Strategy, as we aim to further develop inclusive and accessible education, and to be a learning partner for life.  

, Associate Vice-President for Blended and Flexible Learning,  said: "The University of Manchester is delighted to join as an educational sponsor for the 91ֱ�� Digital Skills Festival. Flexible and lifelong learning are central to the University’s strategy, and we aim to deliver pathways to support our learners throughout their entire lifetimes. This is an exciting time for us as we work together with them and other partners to co-create innovative programmes to address their needs.” 

To find out more:   

The award follows on from Jason winning the Forward Prize for Best Collection last October, and the book has also since been shortlisted for the Writers’ Prize.

The TS Eliot Prize shortlist also featured Centre for New Writing graduate Joe Carrick-Varty, who was recognised for his debut collection, More Sky.

Jason’s collection is published by 91ֱ��-based Carcanet Press, a publisher with a long association with the University, through the John Rylands Research Institute Library, and is run by and , who also teach at the Centre for New Writing.

His first collection, Thinking With Trees, was . His non-fiction book, Scanning the Bush, will be published later this year.

Professor Danielle George has been made a CBE for her services to Engineering, has been made OBE for her services to Egyptology and Heritage and has been awarded CBE for his services to Global Radio Astronomy.

They are among 1,227 people across the country, in all fields of work, who have been handed honours to celebrate their contributions to society, community or their area of employment.  

Danielle is a Professor Radio Frequency Engineering and Associate Vice President at the University. She was President of the Institution of Engineering and Technology (IET) in 2020/21 and currently a Vice President of the British Computer Society, Chartered Institute for IT. She was appointed Member of the Order of the British Empire in the 2016 Queen’s honours list for services to engineering through public engagement. 

As the Associate Vice President for Blended and Flexible Learning Danielle has responsibility to design, develop and deliver the University’s Flexible Learning agenda. 

Danielle’s research is dedicated to solving one the 14 world engineering grand challenges of the 21st century; engineering the tools for scientific discovery. Her research is delivering class-leading ultra-low noise receivers for space and aerospace applications. 

Her passion for raising public awareness of the positive impact engineering and science has on all aspects of our everyday lives, as well as highlighting to young people the immense depth and breadth of opportunities a career in science and engineering can offer. She presented the 2014 Royal Institution Christmas Lectures.

Joyce is Professor of Egyptology in the Department of Classics, Ancient History, Archaeology and Egyptology at the University, where she teaches students worldwide on an innovative suite of online courses ranging from Certificate (level 1) to Masters.

She is a teaching-focused Egyptologist and her research interests include the development of distance-learning Egyptology, Egyptian historiography, and the role of women in ancient Egypt. 

Joyce studied the archaeology of the Eastern Mediterranean at Liverpool University, then obtained a D.Phil in prehistoric archaeology from Oxford University. She holds an honorary doctorate from the University of Bolton and is a Research Associate of the 91ֱ�� Museum. Joyce is also a Senior Fellow of the Higher Education Academy. 

Reflecting her interest in outreach, Joyce has published a series of books and articles on ancient Egypt, including three television tie-in books and Cleopatra, Last Queen of Egypt, which was a Radio 4 "Book of the Week". Her book Tutankhamen: The Search for an Egyptian King, won the Felicia A Holton Book Award from the Archaeological Institute of America.

Philip is a Professor of Astrophysics at the University and the Director-General of the (SKA), where he is responsible for the team designing and ultimately constructing the SKA, which, when completed, will be the largest scientific facility on the planet.

Professor Diamond’s research interests include studies of star birth and death; exploring both through the use of radio interferometers such as MERLIN. He is also interested in high resolution studies of supernovae, both in our own Galaxy and in others. He is also involved in studies of discs of molecular gas rotating around super-massive black-holes at the centres of other galaxies. 

Philip completed his PhD at the University of Manchester in 1982 before going on to fulfil many impressive roles within the field across the globe, including Onsala Space Observatory in Sweden (1982-84), the Max-Planck Institute for Radioastronomy in Bonn, Germany (1984-86), the National Radio Astronomy Observatory (NRAO) in the USA  (1987-99) and CSIRO Astronomy and Space Science (CASS) in Australia (2010-2012).

He became Director of the Jodrell Bank Centre for Astrophysics at The University of Manchester in 2006. The University owns and operates the giant Lovell Telescope and, on behalf of the UK’s Science and Technology Facilities Council, the e-MERLIN/VLBI National Facility, where Prof Diamond was responsible for the operation of both facilities. He is still a Professor at the University.

Throughout his career, Philip has published more than 300 research papers in astronomy.

Alumni have also been recognised in the honours: 

Margaret Beckett (HND Metallurgy 1964), the former Foreign Secretary and former Deputy and Acting Leader of the Leader Party, is made a Dame Grand Cross of the Order of the British Empire for parliamentary, political and public service, having become a Dame Commander in 2013. Margaret is currently the MP with the longest overall service, having first entered the House of Commons in 1974, she will step down as an MP at the next general election. 

Cristina Taylor (BA (Hons) Hispanic Studies 1979), the co-founder of the Taylor Family Foundation, becomes a Dame for her charitable services to children and young people. Since the Foundation’s inception in 2007, it has given more than 450 grants totalling £24m to numerous UK charities, with 101 grants of £7.8m to the arts.

Neil Dickson(BA (Econ)(Hons) 1972) and his wife Angela, the co-founders of The Brain Tumour Charity, have been awarded OBEs for services to people with brain tumours. Through Neil and Angela, whose only daughter Samantha died with a brain tumour in 1996, the Charity donated £1.35 million to the University in 2018 to fund a Chair in Translational Neuro-Oncology. The couple were made MBEs in 2015. 

Eamonn Boylan (BA (Hons) English and American Literature 1982), Chief Executive of Greater 91ֱ�� Combined Authority (GMCA), is made an OBE for services to local government. 

Antony Lockley (BA (Hons) History 2002; MA Modern History 2014), Director of Strategy and Assistant Chief Executive at Blackpool Council, receives an OBE for services to local government.

Geraldine Hills (BA Learning Disability Studies 2005) receives an MBE for services to children and young people with special educational needs and disabilities. Geraldine founded 91ֱ�� Parent Champions, an association led by parents of children with special needs to ensure that other parents are made fully aware of the range of support available to them.

Stephen Sorrell (LLB (Hons) 1981), lawyer and Chair of Manchester live music venue Band on the Wall and a director of Small Things Creative Projects Community Interest Company, is made an MBE for services to arts and culture in Greater 91ֱ��.

Danny Herman (BCom 1956), a tireless fundraiser for charitable causes including youth athletics and swimming, who also works to promote awareness of the Holocaust, receives the British Empire Medal (BEM).  Mr Herman and his family fled Nazi Germany in 1939 and settled in 91ֱ��. Later, Mr Herman represented the UK as an amateur athlete and introduced pioneering training methods which were adopted by 91ֱ�� City FC in the 1970s.

Bernard Vause (BSc (Hons) Physics 1963), a former Deputy Headmaster at Central Lancaster High School, receives the British Empire Medal (BEM) for services to music and the community in Morecambe.  Mr Vause is President of the Morecambe Brass Band Association, having joined the band 50 years ago in 1974. 

Charlotte Taylor (BA (Hons) Medieval Studies 1999, MA European Languages and Culture 2000), who is Director, Strategic Engagement and Sponsorship, Policy and Funding in the Department of Health and Social Care, is made a CBE for services to health and social care, especially during Covid-19. During the pandemic, Charlotte was Director, Antivirals and Therapeutics Taskforce at the DHSC.

Gold for Student Outcomes is a well-deserved accolade for our hard-working graduates. It also pays tribute to staff across the university who help prepare our students for fantastic careers nationally and across the globe. The University of Manchester is ranked 42 in the world for graduate employability by . In the UK, we're the most targeted university by the nation's top graduate employers (). We take immense pride in being ranked number 2 university in the world for our global impact (THE, 2023) and 28 in the world for our overall quality (QS). 

As the UK’s largest single site university, with a strong sense of place and deep commitment to Greater 91ֱ�� and social responsibility, we are proud to be very popular with undergraduate applicants, and to offer a unique and supportive student experience. Schemes such as Stellify help our students stand out in a competitive world with volunteering, and masterclasses on global issues, social responsibility and leadership. Our dedicated teaching and support staff across the University are unquestionably enthusiastic about their roles in enabling students to succeed, and fostering dynamic, hybrid and valuable learning experiences. Their passion and commitment contribute to delivering excellence in the areas that students care about the most.

We remain committed to continuous improvement and providing exceptional teaching and learning experiences to all our students, regardless of their backgrounds, We look forward to reflecting more on the TEF Panel feedback to celebrate the quality of our teaching and learning, and identify areas requiring further focus. 

April McMahon, Vice-President for Teaching, Learning and Students at The University of Manchester, welcomed the TEF outcomes: 

“The staff and students of Manchester will be delighted with these results, having overcome so many challenges and made such positive progress in the last four years. Gold for Student Outcomes is a fitting accolade for our fabulous graduates as they step out into the world. It also recognises the support we give to our 91ֱ�� students, helping them secure amazing careers. Silver for Student Experience shows the progress made in flexible learning, support for teaching, curriculum and resources, as well as everything our student body does to make 91ֱ�� the wonderful place it is.” 

, showcasing some our leading work in teaching. Our new campaign , also highlights some of our most inspiring teachers. 

Gabrielle is a Professor of Medical Education and is currently Vice-Dean for Teaching, Learning and Students in FBMH. Her new role builds on her existing leadership experience and achievements at Faculty and University level, where she has led projects such as Assessment for the Future and addressing differential attainment.

Gabrielle will work alongside Professors April McMahon and Danielle George within the Teaching, Learning and Students leadership team with a core objective to improve education and student experiences at the University.

The primary focus of Gabrielle’s AVP role will be:

• equality and inclusion
• access and student participation
• enhancements to assessment and feedback
• and student voice.

Professor Danielle George’s AVP role has a focus on flexible learning.

Professor April McMahon, Vice-President for Teaching, Learning and Students said: "Following a competitive process, I am delighted to see Gabrielle take up this important role as AVP for Teaching, Learning and Students. She will play a vital part in the continued development and delivery of University strategy and policy for teaching, learning and student experience, in line with the ambitious goals set out in Our Future."

The is awarded to an eminent individual who has rendered exceptional service to chemical engineering. Professor Azapagic is the first woman to ever be presented with the prize.

The award honours George E Davis, the founding father of the profession, and is not given more frequently than every three years; the previous medal was awarded in 2016.

The medal was presented by IChemE Past President David Bogle, prior to Professor Azapagic’s keynote lecture delivered at the European Congress of Chemical Engineering in Berlin, today, 18 September 2023. 

He said: “I am proud to present Adisa with the Davis Medal on behalf of IChemE in recognition of her outstanding contribution to the profession and the enormously positive impact of her achievements. Sustainability and systems thinking are central to the modern discipline of chemical engineering, and her work exemplifies this instrumental approach.”

Globally, Adisa was the first appointed Professor of Sustainable Chemical Engineering. Based at The University of Manchester, she is pre-eminent for her work on sustainable production and consumption and is particularly known for her leadership in, and contributions to, carbon footprinting, life cycle assessment, and sustainability, for which she was awarded an MBE in 2019.

She has published over 200 journal papers, three books, and has delivered numerous plenary and keynote lectures worldwide. With two honorary doctorates and an H-index of 76, her work has significantly impacted industry and has helped to inform national and international policy.

In her many public and media engagements, she has acted as a role model, helping to inform consumers about what they can do for sustainability, as well as demonstrating how chemical engineers contribute to sustainable development in practice, building a positive public perception of our discipline.

Professor Azapagic said: “I am delighted that my work on sustainable chemical engineering has been recognised by this high accolade named after the founder of our discipline George E. Davis. This award is particularly dear to me as Davis held his first lectures in chemical engineering at 91ֱ��. I am also thankful to my group Sustainable Industrial Systems at The University of Manchester and many academic and industrial collaborators who contributed to and supported my work over the years.”

The University is one of three new universities chosen to partner with the Martingale Postgraduate Foundation to support passionate and talented students facing financial barriers to pursue postgraduate degrees at leading research institutions in the UK.

A Martingale Scholar will receive a fully funded scholarship to pursue a master's degree in Mathematics at one of the partner universities along with tailored support to apply for a Martingale PhD scholarship. The funding includes all tuition fees and research expenses, including a tax-free stipend for living costs.

The University of Manchester has been at the forefront of mathematics for more than a century and the University has been home to some of the biggest names in the subject during this time, including Alan Turing, Max Newman, Louis Mordell, Violet Cane, and Hanna Neumann.

Martingale Scholarships will enable students from low-income backgrounds to pursue and excel in a master’s and PhD at the leading School of Mathematics.  

Professor Andrew Hazel, Head of Department, Department of Mathematics, said: “The Department of Mathematics at The University of Manchester is delighted to be partnering with the Martingale Foundation to offer scholarships allowing talented students facing financial barriers to pursue higher degrees in mathematics. The Scholarships complement the Department's existing initiatives to provide access to mathematics education for all students, irrespective of their background, and support the University's commitment to Social Responsibility, one of its three core goals. We are looking forward to welcoming the Martingale Scholars to our Department in 2024.”

Incoming Martingale Scholars will have the opportunity to apply for a number of MSc courses offered by The University of Manchester. These are MSc Pure Mathematics, MSc Applied Mathematics, MSc Statistics and MSc Pure Mathematics and Mathematical Logic. Students can experience a sense community in the purpose-built Alan Turing building and develop excellent networks through annual maths-specific careers fairs and employer interview programmes.

Martingale Scholars also join a prestigious development programme that provides training and experiences beyond their university offer to build a pioneering community of STEM leaders.

The University of Manchester joins The University of Bristol and The University of Edinburgh as new Martingale Foundation partners this year. In 2022 Martingale was launched with the founding cohort of five universities: University of Cambridge, Imperial College London, Kings College London, University of Oxford, and University College London, with the inaugural cohort of scholars taking up their place this autumn, leading a new generation of STEM postgraduates.

Applications for the 2024 Martingale Scholarships are open until the 25th of October 2023. Incoming Martingale Scholars now have the opportunity to pursue postgraduate degrees in maths at the University of Manchester.

For more information on how to apply, application guidance and deadlines, please visit www.martingale.foundation.

For The University of Manchester total scores, 22 of 27 questions had positivity scores of 70% or above. 

NSS 2023 results show students think The University of Manchester courses are intellectually stimulating, with 86% being positive about them, compared to the overall English sector score of 84%. They rate teaching highly, with 89% saying that teaching staff explain things well. 

The Students’ Union was also given a strong score of 74% for ‘supporting students’ academic interests’ compared to the sector average of 72%. 

Areas where the university could do better are around assessment and feedback.  Students also say the balance of directed and independent study could be improved, scoring this question 67% compared to the sector average of 76%. 

The change in methodology this year saw two new questions added to allow students to reflect on mental health and freedom of speech. For the question, “How well communicated was information about your university/college’s mental wellbeing support services?” 75% of students gave a positive score similar to the sector average of 76%. For the question, “During your studies, how free did you feel to express your ideas, opinions, beliefs?” 82% scored this question positively.  

Professor April McMahon, Vice-President for Teaching and Learning and Students comment on this year’s results: “First of all, I want to thank every one of our students who took time to complete the survey and tell us about their experiences. The NSS survey is always an important time to reflect on progress and areas where we need to do better. We know there are areas in teaching and student experience where we can improve, but we are also very proud of our amazing graduates, whose 91ֱ�� degrees support them into excellent jobs and future opportunities.” 

A University of Manchester academic has won the inaugural Royal Meteorological Society Education Award in recognition of his long record of teaching excellence.

David Schultz, Professor of Synoptic Meteorology, was nominated for the award that celebrates people and teams who have made outstanding and exceptional contributions to meteorology and related disciplines. 

The award citation states that Prof Schultz was the “most worthy recipient of the Royal Meteorological Society’s Education Award” and that “his commitment to the teaching of meteorology, and to furthering the careers of young people has drawn praise from many generations of students.”

Prof Schultz has a long record of innovation and producing materials and tools that benefit the wider educational community as well as his own classes. He authored the book , to help atmospheric scientists with communication skills.

He also led the development of , which was the first freely accessible real-time weather and air-quality forecasting portal for the UK, as well as the development of an online open course called .

Prof Schultz has been recognised by his students and colleagues on a number of occasions. He won School and Faculty Teaching Awards ten times, the University Teaching Excellence Award three times and the Student Union’s Outstanding Research Supervision award.

Prof Schultz will accept the award at a ceremony later in the year.

He said: “I am extremely honored to receive the first Education Award from the Royal Meteorological Society. Throughout my life, I wanted to be a teacher and a mentor to others. This award is a testament to all those who supported my efforts to achieve that: my parents encouraged my curiosity, my teachers pushed me to be a better student, and my wife shares my passion for excellent teaching.

“Importantly, I want to recognise my PhD thesis advisors Lance Bosart and Dan Keyser who—through their teaching and mentorship—inspired me to teach through active-learning methods, which better engage students in their own independent learning.  

“The development of the web-based tools, as well as my textbook, would not exist without their inspiration and guidance. Finally, I want to thank all my students over the years who have provided feedback to help me develop into a better educator."

The Royal Meteorological Society’s awards reflect the breadth of work in the meteorological community. The Education Award is bestowed annually for weather and climate teaching excellence, in recognition of significant and sustained commitment to the delivery and/or support of teaching and learning, or the development and use of innovative teaching or training resources related to weather, climate and related applications.

This collaboration aims to bridge the widening tech skills employment gap in the UK, building on the success achieved during the pilot phase. The partnership aligns with the University’s ambition to deliver lifelong flexible learning that is inclusive, accessible and international, preparing graduates for an increasingly digital world that demands agility, creativity, and digital proficiency – and becoming a learning partner for life.

During the first phase of the partnership, HyperionDev has successfully supported learners in levelling up their careers through the Department for Education (DfE) Skills Bootcamps initiative. These bootcamps, encompassing data science, software engineering, and full-stack web development, offer learners the opportunity to acquire essential coding skills and a chance to obtain a non-degree certificate from The University of Manchester and HyperionDev.

In the next phase of the partnership, HyperionDev will continue to work with The University of Manchester to further improve access to these bootcamps, and to support the University in its mission to upskill learners at large and close the widening tech skills-gap. All interested students regardless of their professional background, prior tech knowledge or employment status can now enrol for any of the .

For learners, these bootcamps have made a real impact in allowing them to transition or progress in their careers. One participant said: “This comprehensive skill set is essential for any data scientist, and I am proud to have acquired these skills through the bootcamp”, while another commented that: “This has been an enriching experience that has enabled me to enhance my existing skills and acquire new ones.”

Professor Danielle George, Associate Vice President, Blended and Flexible Learning at The University of Manchester, expressed her delight about the extended partnership. She said: "It is amazing to see how many learners have benefitted from participating in the bootcamps to boost their careers over the past six months. Our ambition at The University of Manchester is to nurture partnerships such as the one with HyperionDev, allowing us to be responsive to emerging learner and employer needs.

"This collaboration is already making a significant contribution in addressing the national digital skills gap and aligns with our commitment to prepare learners for an increasingly digital and interconnected world."

The three newly launched online coding bootcamps represent The University of Manchester and HyperionDev’s commitment to providing exceptional coding education to individuals worldwide. 

Riaz Moola, founder and CEO of HyperionDev, added: “Through our partnership with The University of Manchester, we take a significant step towards bridging the tech skills gap in the UK, as it is becoming increasingly evident that proficiency in data skills holds significance not only for businesses but also for individuals. Individuals who possess a level of understanding in data are more inclined to reap advantages from and actively participate in the ever-expanding realms of data-intensive settings that envelop their personal and professional lives.

"We look forward to generating positive outcomes for all involved as I strongly believe that accessible tech education is the future of upward social mobility for tens of thousands of people across the globe."

HyperionDev's programming bootcamps, typically completed within three to six months, cater to individuals from diverse backgrounds, empowering them to become proficient developers by learning programming key languages and building useful tech projects. Each student receives access to personalised code review and human mentorship to guide their level of expertise and career support to advise them on future professional development and positioning themselves for this online.

For more information about The University of Manchester and HyperionDev partnership and the online programmes offered, please visit

Helen Snelson, Curriculum Area Leader PGCE History at the University of York, said: "As this research has discovered, history teacher educators are working to develop more inclusive curricula, teaching practices and pedagogies. This nuanced, evidence-based report is a very welcome focus on these efforts and the issues that are hindering more, and more rapid, progress. It will be incredibly useful to inform discussions at all levels as to how we can work together to develop more systemic, effective, informed and creative approaches to ensure a more diverse profession, curriculum and practice. Inaction is not an option in the context of a teacher recruitment crisis and the daily realities of teaching history in schools." 

Jenni was nominated by her students and here are some of the reasons cited:

• "Jenni changes the way students see the world, moving from the idea of accounting as a technical practice to a social and moral practice where accountants can shape the world to become a better place through accounting and sustainability practices."
• "Lectures often begin with a ‘tuning in’ mindfulness reminder, which often includes a mental health check-in."
• "Jenni uses Monopoly and Lego as well as simulations to make learning accounting more fun."
• "New coaching scheme implemented under her leadership where students coach the year below."
• "Jenni uses her extensive LinkedIn groups sharing experiences to find and create employability opportunities."

Students feel they are part of a community of staff and students as 81% agreed with this statement in the NSS survey which also showed 91% overall satisfaction under her leadership.

This is a fantastic achievement but not the first trophy that Jenni has on display in her office, having won a Distinguished Achievement from the University in 2020.

Reflecting on her award, Jenni said: “It’s wonderful to be recognised in this way by our students for teaching excellence in accounting. The way we teach is unique and student-centred with a sustainability lens and it’s great that students appreciate that.”

Fiona Devine, Head of Alliance 91ֱ�� Business School and Elinor O’Connor, Director of Teaching and Learning said: “We are thrilled that Jenni has won this award. She is an exceptional teacher dedicated to the academic success of our students.

"Most importantly, she is deeply committed to the health and well-being of our students. We are all very proud of Jenni in Alliance 91ֱ�� Business School.“

Dr Sophie Nixon, a BBSRC David Phillips and Dame Kathleen Ollerenshaw Research Fellow in the Department of Earth and Environmental Sciences, won the award for Sustainable Development, while Dr Kara Lynch, who was recently awarded an Ernest Rutherford Fellowship and Dame Kathleen Ollerenshaw Research Fellowship in the Department of Physics, won the award for Physical Sciences.

The national award works to support post-doctoral women scientists and overcome gender-driven inequalities. It offers a number of opportunities designed to help further establish women’s research careers. 

Dr Nixon and Dr Lynch are two of only five post-doctoral women scientists to win the 2023 award, which includes a grant of £15,000 each to spend on whatever they need to continue their research.

Dr Nixon's  research broadly looks how microbial communities in the environment cycle carbon, and how we can harness community-scale metabolism to help remedy global environmental issues, such as climate change and plastic pollution.

The project she will pursue with her award looks to microbial communities in hot springs for novel approaches to converting waste CO₂ emissions into value-added products in order to achieve a Net Zero future as soon as possible - an ambitious but potentially powerful nature-based solution to the CO₂ emissions crisis.

She said: “It was a big milestone to even be shortlisted for this notoriously competitive award, but to win was just wonderful.

“Awards and programmes like this one are really important for putting a spotlight on women in STEM – we need more talent in STEM but also need to showcase and celebrate the talent we already have. One problem we have is lack a of role models, but another is peer support. This programme champions this talent and creates a really strong alumni network that will be invaluable going forward.

“For me, the most powerful part of this award is the flexibility the grant allows. A significant part of my grant will go towards the cost of childcare - I’ve been working condensed hours since the cost of childcare for our daughter has risen. The extra time and money this will buy me allows me to pursue some extra personal development training, some career and leadership coaching, and also attend events or conferences.

“I wouldn’t be able to achieve any of this if I couldn’t find a way to subsidise the cost of childcare. It has opened many doors and I’m extremely grateful.”

Dr Lynch's research revolves around nuclear physics and using laser spectroscopy and decay spectroscopy to understand the properties of exotic nuclei. Her upcoming research project will measure the shape of proton-emitting nuclei, which is a new and exciting opportunity to test and improve understanding of the nucleus.

She said: “The L’Oréal-UNESCO For Women in Science Rising Talent Programme is a really innovative and refreshing way of supporting women in science, as it allows you to use the grant in whichever way is most beneficial to your research and your career.

“Programmes highlighting and supporting women in science are very important, so we can encourage more women to pursue scientific careers as well as support those already in science. The postdoc years can be particularly challenging as we try to forge our own independent research career, so having a network of support is invaluable.

“I feel very lucky and proud to be alongside the wonderful and inspiring women who were shortlisted for this award, and to win was just a wonderful surprise.”

Dr Lynch will use the grant to buy research equipment that will allow her to perform the first laser spectroscopy studies of proton-emitting nuclei, which she hopes will kick-start her research programme in an unexplored area of nuclear physics. 

She will also use the grant for childcare to allow her to travel to CERN-ISOLDE – a radioactive ion beam facility - to perform her experiments outside of her normal working pattern.

Dr Lynch added: “Having just returned to physics research after a career break to start a family, the grant will uniquely support my desire to blend primary caregiving with my re-started academic career.

“I'm very grateful to L’Oréal and UNESCO for the opportunity to be part of this amazing network.”

All shortlisted candidates were invited to 10 Downing Street to discuss support for women in STEM. They met with George Freeman MP, Minister of State in the new Department for Science, Innovation and Technology, along with Angela McClean, Chief Scientific Advisor. They also received media training and had professional photographs taken at the Royal Society before attending the award at a ceremony at the House of Commons on Monday, 24 April 2023.

Through its partnership with HyperionDev, the DfE is offering over 1,400 potential learners the chance to enrol in a government-funded online coding boot camp.

These coding boot camps in Data Science, Software Engineering and Full-Stack Web Development, which can be completed within just 16 weeks, give learners a non-degree certificate from HyperionDev - with limited certifications issued in partnership with The University of Manchester and University of Nottingham Online.

Professor Danielle George, Associate Vice President Blended and Flexible Learning at The University of Manchester said: “Our new partnership with HyperionDev will make a significant contribution in addressing the national digital skills gap. Learning to code through boot camps aligns with our Flexible Learning Strategy and our commitment to prepare young people for an increasingly digital, interconnected and intercultural world.”

Riaz Moola, founder and CEO of HyperionDev says: "According to the UK government 2021 report “Quantifying the UK Data Skills Gap”, 48% of UK businesses were recruiting for roles requiring data skills. Of those, around 46% are struggling to find suitable candidates, meaning that there is a huge skills gap in this area. In the current economic crisis, the ability to code could significantly improve present and future employees' salary expectations. I strongly believe that accessible tech education is the future of upward social mobility for tens of thousands of people across the globe.” 

In a competitive job market, skills such as coding have become crucial both for young people and for experienced professionals looking to reorient their careers. According to Tech Nation’s “People and Skills” 2022 report, tech salaries in the UK are on average nearly 80% higher than non-tech salaries. This reality has increased demand for boot camps such as those designed and delivered by HyperionDev, which has expanded its operations significantly to keep up with the demand for its services. 

The HyperionDev programming boot camp courses are targeted at individuals who are looking to give their careers a boost, explore other career paths or to keep up-to-date with the latest job market requirements. They can generally be completed within three to six months and have been designed to help learners become fully-fledged developers, whether they are from a tech background or not. All students have a specifically designated mentor to help them adapt their level to the courses and advise them on their future professional development. 

The Ofsted report, which follows a monitoring visit, highlights AMBS’ commitment to the programme, the way the School works with businesses, and the way the scheme applies its teachings to real life business issues.

It also mentions the skill of tutors and lecturers, and compliments them for actively encouraging students’ professional development. Colleagues were also praised for their ability to instil students with values which are conducive to “authentic leadership behaviours.”

The initial visit from Ofsted is designed to assess readiness as a provider, in advance of a future full inspection. As part of this initial visit, Ofsted inspect three key areas: leadership and governance, learner progress and impact, and safeguarding. The programme achieved the top result for “significant progress” in two of the three areas, something that is considered extremely rare for a first inspection.

About the programme

A Senior Leader Apprenticeship is a funded qualification in Senior Leadership created to deliver a standard of leadership excellence that is nationally recognised.

The programmes are designed to help experienced middle managers develop and transition into more senior leadership roles. It is highly regulated and the University is subject to inspection from the ESFA (Education Skills funding agency) and Ofsted (Office for Standards in Education, Children's Services and Skills)

The University of Manchester began to recruit apprentices, funded by the Education and Skills Funding Agency, in January 2019.

There are currently 419 apprentices on the level 7 senior leader apprenticeship standard, many of which are employed by the NHS.

More information

This year, The Earthshot Prize is breaking records with 30% increase inspiring solutions compared to last year. It is an honour for 91ֱ�� to be nominated such a prestigious prize.

In the last two years, the University has saved CO₂ through active travel, shaped municipal climate change policy, increased biodiversity and enabled ethical consumption whilst empowering and equipping the future workforce of a net zero world. The Earthshot Prize would harness the massive global force for sustainability to affect change whilst shaping the decision makers of the future. 

Action for sustainability requires both multidisciplinary and collaborative solutions. The University methodology transforms how universities contribute to the most urgent challenges facing our planet in a scalable way.

The connects 91ֱ�� students to hundreds of research projects set by organisations around the world working at the cutting edge of sustainable development. Framed with the United Nation’s Sustainable Development Goals these projects can be adapted to most assessments for most disciplines for students across the globe to tackle.

Dr Julian Skyrme, Director of Social Responsibility said: Our community of over 40,000 students have a range of advanced skills that can benefit communities, but rarely are these harnessed at scale, and in ways that meet the real needs of communities. Our University Living Lab addresses this challenge in of the UK’s largest universities by supporting students to undertake practical pieces of work linked to the UN Sustainable Development Goals. Driven by a multitude of community-driven, people, planet and prosperity challenges students develop their sense of social responsibility, meet key learning objectives and know they are making a difference to real needs.”

is the biggest environmental sustainability initiative in the higher education sector. 91ֱ�� students and staff are together taking small steps to live more sustainably and take care of our planet at a global level. 

Through this platform, people can pledge sustainability actions and charter their progress. There are more than 150 different actions to reduce carbon impact and combat climate change whilst looking after the environment.

Dr Jennifer O’Brien, Lecturer in Geography said: “The 43,000 students are the University of Manchester are agents of change for sustainability, yes as future thinkers, decision and policy makers, but also right now during their studies. Our innovative, scalable, methodology through the University Living Lab and 50,000 Actions deploys that huge force for change whilst enhancing student experience and employability.”

The University’s approach brings up a huge potential. With the estimated growth rate of students in higher education, 50000 small actions could add up to great change. This method brings the full knowledge resources of universities to bear upon the most pressing global challenges, delivering timely, streamlined, replicable and scalable change.

Professor Hannah Cobb and Dr Adam Danquah are among 54 new NTFs named at institutions across the country. The National Teaching Fellowship Scheme celebrates and recognises individuals who have made a tremendous impact on student outcomes and the teaching profession in higher education. The 2022 awards ceremony will take place on 29 September in Liverpool.

Hannah is a Professor of Archaeology and Pedagogy. Through her teaching, research, and leadership, she is a passionate advocate for inclusivity, equality and diversity in contemporary archaeological practice and higher education.

She has also published extensively on teaching and learning in archaeology and her pedagogic approach. The Ardnamurchan Transitions Project which Hannah founded in 2006 has provided high-quality fieldwork experiences for many students whose backgrounds, disabilities or mental health challenges would have represented significant barriers for their participation in such work.

Hannah said: “I am passionate both about my own teaching and learning and about supporting the teaching development of others, at the University of Manchester and within my field of archaeology, and I feel so honoured that this passion has been recognised with the award of a National Teaching Fellowship.”

Adam is a Senior Lecturer in Clinical Psychology and Academic Director for the Doctoral Training Programme in Clinical Psychology (ClinPsyD). He also co-leads his Faculty’s staff development programme, is Associate Dean for Inclusive Education and leads the ground-breaking Higher Education Anti-Racism Training programme (HEART).

His work also reaches beyond the University as he was recently appointed to the Greater 91ֱ�� Race Equality Panel to advise the Mayor of Greater 91ֱ�� and other public sector bodies.

On receiving the award, he said: “Recognition of my teaching at national level is just astounding. Given the level of competition I worked hard to manage my expectations, so the news is still sinking in. What is clear to me is that I’ve been supported to excel by fantastic colleagues and students. I’m still working out exactly what this award will mean, but I hope it contributes to wider recognition of the range and depth of excellent teaching at our institution and inspires others to share their work."

Vice-President for Teaching, Learning and Students, Professor April McMahon, said: “First and foremost I’d like to congratulate Adam and Hannah on their well-deserved award and the recognition it brings. Gaining a National Teaching Fellowship is a huge achievement and demonstrates their dedication to teaching, and to our colleagues and students.

“I’d also like to thank them for their overall outstanding contribution to the teaching and learning provision at our University. Adam and Hannah have now each taken up leadership roles at 91ֱ�� and are driving forward even more positive change.”

Professor Judy Williams, Associate Vice-President for Teaching, Learning and Students, added: “Adam and Hannah are doing amazing work to enhance the student experience that is thought provoking, diverse and of the highest quality. I am delighted that they have gained their fellowships, and not surprised as they are richly deserved.

“They join our network of national teaching fellows and principal fellows who are driving forward excellence across the university and demonstrate our staff’s teaching excellence.” 

“We have an in place at the University and I encourage other colleagues who are interested in applying to get in touch and we will provide full support.”

Alison Johns, Chief Executive, Advance HE said: “Congratulations to each and every new National Teaching Fellow and CATE team on this fantastic achievement. 

“At Advance HE, we run the prestigious NTF and CATE awards for the UK higher education sector with enormous pride. The challenges of offering an outstanding teaching experience in recent years have been very demanding, but the sector has risen to the challenge.”  

The ‘Agile Software Engineering’ course is designed and delivered in collaboration with , and , ensuring it meets needs of potential employers. It is funded by the Office for Students (OfS) who awarded £2 million to 22 higher education providers that were successful in a short course trial competition. It forms part of the government’s approach to deliver its new Lifelong Learning Entitlement and help learners gain skills sought after by employers. 

The course is being developed by Academic Lead Dr Suzanne Embury and her team in the University’s . What makes it stand out is that it helps learners to take the next steps from a coding bootcamp to a career in software engineering, without having to commit to a full computer science degree. By delivering the skills needed to turn ideas into high quality software, this course addresses a growing employer demand for software engineers.

The standalone course offers students the flexibility to fit learning around their personal schedules or existing careers with the option to study part-time and remotely. Modules will be adapted using a blended and flexible model to allow self-paced and self-directed learning, balanced with personalised support from expert teaching staff.

Exploring how courses can be delivered in new ways to enable lifelong learning is a key priority for the University. Professor Danielle George, Associate Vice President for Blended and Flexible Learning: “With an everchanging job market, we want to offer learners the opportunity to upskill and reskill throughout their careers, in a way that works for them. Traditional full-time courses can be difficult to access for many, including those with certain disabilities, existing careers, or caring responsibilities. While on-campus learning will always be at the heart of our University, we’re also looking at expanding pathways into higher education, from bite-sized chunks of learning to full modular, stackable degrees.”

Dr Suzanne Embury added: “The Agile Software Engineering course is a fantastic example of how in-demand skills can be delivered in a flexible way and I’m thrilled it was selected as part of the short course trial. We’re hoping to learn from and build on this success to offer new pathways into many different subject areas in the future.”

Matt Squire, CTO and co-founder of Manchester-based machine learning operations company Fuzzy, said: "As a fast-growing tech company, we're always looking for talented graduates to join us. By emphasising the methods and tooling that real software companies use every day, the short course in Agile Software Engineering provides students with experience working on realistic software engineering projects, and encourages students from a variety of backgrounds to learn valuable skills that can be put to use in the industry. The kind of flexible route into education offered by this scheme is something that will benefit the whole industry."

Learners on the course will also be eligible to apply for paid work as software developers with , the University of Manchester's student software company, giving them the chance to combine their learning with practical CV-boosting experience.

The course is expected to open for recruitment in June 2022, and to open for enrolment from September 2022. 

Contact Suzanne Embury (suzanne.m.embury@manchester.ac.uk) for more information, or visit .

Professor Danielle George MBE, Immediate Past President of the (IET) and #EngineeringKidsFutures ambassador, has sent an open letter to the Prime Minister signed by more than 150 others including; Major Tim Peake, Carol Vorderman MBE, will.i.am, and representatives from Rolls Royce, Vodafone and the MOD, to appeal to the Government to work together with educators and industry to develop practical support for teachers of our youngest children and embed engineering in their existing science, technology, engineering and maths (STEM) learning.

Children eagerly learn about science and maths, but the connection to engineering - the link between these subjects, their purpose and application to the world in which we live - is not currently being made. We need to ensure there are clearer learning outcomes for these subjects linked to engineering.

It’s vital that the Government joins this campaign and commits to securing our future as a nation of innovators. Innovators whose skills will be more crucial than ever in the coming decades as we tackle the global challenges posed by achieving net zero and meeting our COP26 pledges.

Reports from the IET this summer estimate a shortfall of over 173,000 workers in the STEM sector: an average of 10 unfilled roles per business in the UK. What is more, the Institution’s latest Skills Survey identifies that half (49%) of engineering businesses are experiencing difficulties in the skills available to them when trying to recruit.

However, this challenge has not appeared overnight. It is a growing issue that the IET has tracked for the last 15 years – longer than the time it takes for a primary aged-child to complete their education. Future skills need addressing now.

The solution? Simply embed engineering into primary school learning to help bridge the growing skills gap within UK workforces and support #EngineeringKidsFutures.

Professor Danielle George MBE, Immediate Past President, the IET and Engineering Kids’ Futures ambassador, commented of the campaign: “To ‘build back better’ and fully embrace the ‘green industrial revolution’ promised by the government it is essential to start with solid foundations. By adding more focus on misunderstood terms like engineering and technology, where we know there is a perception problem, it will help young people from all backgrounds learn vital engineering and tech skills early on and increase their career aspirations.

“We propose collaboration between the Government, STEM education supporters, academia, and industry to provide teachers with the tools to showcase that science, design & technology and maths have vital elements of engineering within them and proactively encourage the teaching of engineering in our primary schools.

“This focus and support for schools is fundamental if we want to futureproof the next generation of engineers. And these benefits extend far beyond the classroom – from higher earnings to better job satisfaction, our research shows that those in STEM careers can hit life goals such as financial independence much sooner than their peers.”

Together with representatives from world leading institutions – including The Engineering Council, WISE, Engineering Development Trust, and Engineering in Motion amongst others – and STEM pioneers the IET has signed an open letter to government calling for Engineering Kids’ Futures to be formally introduced into schools by the next academic year (in 2022). This letter has also been signed by leaders at many of the UK’s leading engineering and technology employers – including Rolls Royce, Thames Water and EON.

Find out more about the Engineering Kids’ Future campaign and how you can get involved via the IET website:

Three University of Manchester academics have been recognised for their “outstanding” work at this year’s Advance HE Teaching Excellence Awards for Higher Education.

Professor Jackie Carter and Drs Senathirajah Ariyaratnam and Bhuvaneswari Krishnamoorthy have all been named National Teaching Fellows (NTF). The NTF scheme celebrates and recognises individuals who have made an exceptional impact on student outcomes and the teaching profession in higher education.

This year is the 20^th anniversary of the scheme and just 56 fellows from Universities nationwide have been named. Each institution is limited to just three nominations with all of Manchester’s contenders winning the award this year making it a full house. It is the first time this has ever happened for the University.

Prof Carter (below) is a Professor of Statistical Literacy in the School of Social Sciences. She says one of her major accomplishments is developing a living-wage paid work-placement programme.

The scheme sees students undertake a two-month long summer internship in a host of major organisations. These range from local and national government departments to media organisations (BBC, The Times), and even the World Bank. The programme has seen 250 social science and humanities undergraduates benefitting in just six years.

Prof Carter says she passionately believes that we learn skills through practising them, and that applied social research can be undertaken by undergraduates, given the chance. Today she is empowering her own students to become critical data consumers and well-informed citizens.

Dr Senathirajah Ariyaratnam (below) is a clinical Senior Lecturer and Academic Lead for the Oral Medicine Teaching and Learning Programme at the University. He has 40 years of national and international teaching and clinical experience.

He is an internationally renowned teacher with special interests in developing innovative curriculum, student-led course models, exploring service learning based pedagogies to integrate social responsibility in mainstream teaching and learning and globalising the innovations.

Through his Humanising Dentistry initiative Dr Ariyaratnam has successfully integrated the service learning pedagogy throughout the curriculum which resulted in combatting dental health inequalities in hard to reach communities, both nationally and globally, whilst producing socially responsible graduates.

Dr Bhuvaneswari Krishnamoorthy (below) is a postdoctoral, National Institute of Health Research Fellow working across the University of Manchester, Edge Hill University and the 91ֱ�� Foundation Trust hospital to bridge the gap between clinical teaching and academic research. She is also the President of Association of Cardiothoracic Surgical Care Practitioner, National Education Chair for the Royal College of Surgeons Edinburgh (Speciality advisory group for cardiothoracic surgery and Education Committee) and Society of Cardiothoracic Surgeons for all Nurses and Allied Health Professionals in GB.

She says working across three organisations has taught her a lot about the ethos of different types of learners, cultural differences, and different teaching environments. Dr Krishnamoorthy has taught more than 1500 students globally and says her vision is to promote inter-professional teaching in multidisciplinary teams which translates to creating better practice. 

The University's was also nominated for the Collaborative Award in Teaching Excellence (CATE) prize in recognition for its work in the local community. The Hub, which is based in the , is the home of a range of projects based at University that are making a real change in the community, such as and Dementia Law Clinic.

Vice-President for , Professor April McMahon, said: “First and foremost I’d like to congratulate all our individual winners for their outstanding work. Their teaching practice shows flair, passion and commitment to students, and this prestigious award is a testament to their dedication.

“For our University to have not one, but three National Teaching Fellows in a single year, and from such diverse discipline areas, demonstrates the strength, depth and innovation of our teaching and learning provision here at 91ֱ��. It really is something special to celebrate.”

Alison Johns, Advance HE CEO, said: “I am sure I am joined by the entire sector in congratulating the 2020 NTFS and CATE awardees. All of the winners should be extremely proud of their achievement of what are prestigious, national teaching awards. Their work epitomises the outstanding commitment to teaching in the UK higher education sector, which this year has been more demanding than ever before. Well done to each and every one of them.”

A leading scientist from The University of Manchester has been chosen for a coveted national award by leading sight loss charity the .

38, is one of the winners in this year’s Macular Society Awards for Excellence. He has been rewarded in the Rising Star of the Year category for his pioneering research into macular disease. It’s a case of second time lucky for Dr Clark, who is based at the University’s Faculty of Biology, Medicine and Health, having previously been shortlisted for the award in 2017.

Dr Clark’s work has focused on the links between a person’s complement system, part of the immune system, and macular disease. Extensive laboratory work has helped Dr Clark and his team gain a much greater understanding of macular disease and they have developed a new drug for the condition called Coalexin. Coalexin is set to begin clinical trials in the next two years.

Alongside his cutting-edge research, Dr Clark has been praised for his editorial and scientific contributions to a number of respected scientific journals, as well as his close collaboration with other universities throughout the world, including in Denmark, the Netherlands and the United States. In addition, he has been helping inspire budding scientists by regularly hosting students at his laboratory, enabling them to learn more about macular disease.

Dr Clark said: “Although I knew I’d been shortlisted for the award, I really wasn’t expecting to win, so it was a lovely surprise when the Macular Society rang to tell me.

“I’ve been nominated for awards before, but this is the first time I’ve won anything like this, and it’s very humbling. It’s taken a little while to sink in, but I’m so pleased to have been chosen. Alongside going to collect the award next month, I’m hoping to do something with my family to celebrate too.”

Dr Clark will receive his award at the Macular Society’s national annual conference, which takes place at the Grange Tower Bridge Hotel in London, on 22 September. He will also be speaking at the conference, providing guests with an overview of current research into age-related macular degeneration (AMD).

Now in its 10th year, the Macular Society Awards for Excellence is run by the charity to celebrate the inspirational work done to provide services and care for people with macular disease all over the UK.

Rising Star of the Year is one of five honours handed out by the charity as part of the awards. There are also prizes for Clinical Service of the Year; Optician / Optometrist of the Year; a Chairman’s Award for Volunteering, and Chairman’s Award for Fundraising.

The Macular Society is the national charity for anyone affected by central vision loss. It has more than 400 support groups across the UK, which help to increase the confidence and independence of people affected by macular disease. AMD is the most common cause of sight loss in the UK, affecting more than 600,000 people. More people are affected as our population ages, and it is estimated that by 2050, around 1.3 million people will have AMD.

Cathy Yelf, chief executive of the Macular Society, said: “Our annual awards are our chance to recognise and reward professionals like Dr Clark for their incredible commitment and dedication in the fight against macular disease. It’s thanks to them that potential new treatments for macular conditions continue to be discovered.

“The work Dr Clark undertakes is truly pioneering and it’s only right that his efforts should be rewarded in this way. On behalf of everyone at the Macular Society, I’d like to add our thanks, and congratulate him on this excellent achievement.”

The Mayor of Greater 91ֱ��, Andy Burnham, will officially open the Royal College of Surgeons’ new Outreach hub at The University of Manchester Innovation Centre today (6 June). The new hub will give the RCS a full-time, staffed presence in the North and Midlands.

Andy Burnham will attend a launch event alongside Professor Derek Alderson, President of the RCS, members of its council, its regional representatives in the North and Midlands, and guests from the University of Manchester. Professor Robert Bristow, an expert in the progression and treatment response of prostate cancer at the University, will also speak at the event.

The role of the RCS Outreach Hub North and Midlands office is to support members, regional volunteers and surgical societies. RCS faculty members will also deliver the College’s wide range of educational courses and practical workshops for surgeons and other medical professionals at all stages of their careers, using the state of the art facilities at the 91ֱ�� Surgical Skills and Simulation Centre (MSSSC) at the university.

The RCS has listened to the views of it’s over 25,000 members in the UK and internationally, and sought to setup a permanent home for the RCS outside of London, where its headquarters are.

Mayor of Greater 91ֱ��, Andy Burnham, said:

“I’m incredibly proud that the Royal College of Surgeons has chosen to make 91ֱ�� its home in the North and Midlands. Greater 91ֱ�� is already leading the way as the first city-region in the UK to take control of its combined health and social care budgets. We want our model for health and social care to be an inspiration for the rest of the country.

“By establishing a new base in our city and at the University of Manchester in particular, it confirms that 91ֱ�� is viewed as a centre of innovation and excellence. We look forward to welcoming the many exceptional surgeons and medical professionals that the Royal College of Surgeons trains and supports to our wonderful city.”

Professor Derek Alderson said: “We are very pleased to be able to launch RCS North and Midlands today with the Mayor of Greater 91ֱ��. We hope 91ֱ��, and our members, will see it as a sign of our commitment to developing surgical skills, and innovation, throughout the country. The University of Manchester’s excellent facilities allow us to offer the wide range of cross-specialty training and professional development courses surgeons and other medical professionals have come expect from the RCS at the highest possible standards.”

Professor Peter Clayton, Head of the School of Medical Sciences, University of Manchester said: “The role that the Royal Colleges play in benefiting patients and healthcare in the UK is immeasurable and the University is honoured and delighted that the College has chosen to partner with us to deliver a significant portion of its education programme and to establish a hub for the North and Midlands. For the surgeons who will pass through these doors, the value of being able to update their skills and the opportunity for the RCS to train more junior colleagues in a simulated environment will make a significant contribution to the skills of these professionals."

The partnership with The University of Manchester has come about as the RCS embarks on a major redevelopment of its London home, limiting the courses it can provide in its own buildings for the next three years.

The RCS is redeveloping its ‘Barry-designed’ grade II* listed building as part of , which will see the redeveloped space become a modern and light facility, providing the best education, examination and research resources for the nation’s surgeons. The project will refurbish and maintain the historic façade and library.

The RCS also announced a partnership with St George’s University Hospitals NHS Foundation Trust at the start of this year, enabling its education courses to be delivered at St George’s and establishing a hub for the south of England.

The full list of surgical and dental courses that the Royal College of Surgeons offers is .