Jane Ratchford MLP Director Colette Cooke MLP Manager

1. The Manchester Leadership Programme -Developing the Employability of students across an institution Jane Ratchford MLP Director Colette Cooke MLP Manager

2. Employability Challenges • Subject focused • Unsure about career options • Interested in competitive careers • Lack clarity about skills developed • Limited possibilities for work experience/placements • Little contact with recruiters • Very little group work • Taught in large groups • Lack sense of personal contact – hours etc • Students not encouraged to take courses outside of discipline

3. Addressing the challenges • Encourage students to take responsibility for managing their own careers • Help our students gain relevant skills, experience and confidence • Help our Humanities students/graduates stand out from the crowd • Engage positively with University staff to get their buy-in and support

4. Key employability areas of activity: • Curriculum interventions: • Manchester Leadership Programme (MLP) • Career Management Skills (CMS) • Placements and internships (MGIP) • School specific careers events • Sector specific events eg Teaching, Museums and Galleries work • Insight into Broadcasting

5. The Manchester Leadership Programme (MLP)

6. Aims of the MLP • Graduates who understand key 21st century challenges • Leadership for sustainable society • - social, economic & environmental • Confront values • Develop skills – boost employability • Help community through volunteering • Important element of University’s strategy for UG teaching & social responsibility agendas • 2005/6 = 75 students • 2010/11 = 1,200 students • 2014/15 = 3,150 students ?

7. What is the MLP? • Credit-rated Leadership in Action unit • 10 or 20 credits • Interactive lectures - external speakers & academics • PLUS • 20, 40 or 60 hours voluntary work (bronze, silver, gold) • 15 hours minimum in Manchester/NW • = Manchester Leadership Award • Students from ALL Academic Schools • 40% Humanities (66 from school of Languages Linguistics and cultures)

8. Leadership in Action Units Available face-to-face or online in Semester 1 and Semester 2 Extensive use of Blackboard • Video podcast & slides of each lecture • Graduate Teaching Assistants as E-Tutors • Interdisciplinary E-tutor groups – 25 students • Post to assessed discussion boards after every lecture – interact with tutor and other students

11. Veronique and brian

12. Situational Leadership • Tactical and adapts to skill / will of team. • Requires Emotional Intelligence & good coaching skills • May lack vision / big picture of future – reacts to ‘now’. High Skill Low Skill Low Will High Will

13. Env’l impacts Resources Economic benefits Economic costs Social benefits Social impacts Meeting consumer needs: What we don’t see

14. Options for the Future1: Let the Poor Die

15. Sir Terry Leahy’s MLP Lecture‘Creating a Business of Leaders’

16. Adaptation in Dhaka 43% of urban households live below the poverty line exploring innovative measures affordable for the urban poor deriving a ‘standard’ from spontaneous participatory and self mobilizing planning process 13

18. Manchester has the poorest health of any city in England

19. The Challenges • Finding assessment tools that are appropriate regardless of discipline • Getting students from different disciplines to work together successfully • Marking differences between Faculties eg Maths possible to get 100% • Developing intercultural awareness • Huge variety of knowledge and experience • Supporting students to develop new skills – e.g • data handling, IT

20. Assessment – 10 Credit Unit 100% course work Groups of 4/5, mixed disciplines 60% Group ePoster based on MLP Theme • - 2,000 – 3,500 words • Includes Peer Assessment 40% Assessed discussions

21. Urban Regeneration: A Leadership Perspective Urban regeneration has been regarded as one of the most important strategies to address the inner city decline and deprivation in physical, social and economic aspects (Tsenkova, 2002).Typically, urban regeneration will focus on the redevelopment of the physical land accompanied by introducing social and economic activities in that area and therefore promotes the development on all fronts. The regeneration programme includes housing, business, education, and leisure development which needs a high participation and contribution from both the public and private sector. This poster will analyse the leadership challenges involved in urban regeneration in the North West. Salford Quays and New East Manchester have been selected as case studies in the area. Urban Regeneration Defined… A Governmental Perspective The government views urban regeneration as an opportunity to create, protect and enhance job prospects. Investment can be made in infrastructure and image, business and development, generating income, profit and resources to be distributed equally between both affluent and deprived areas (DETR, 2000). An Academic Perspective Urban regeneration is a comprehensive and integrated vision and action to address urban problems through a lasting improvement in the economic, physical, social and environmental condition of an area (Roberts and Sykes, 2000). “…by the core principles of ensuring that the regeneration of the area built in long-term sustainability in every respect – economic, social, and environment; an aspiration to achieve the highest standards of physical redevelopment; and a focus on the retention of the existing population along with the improvement of their social and economic prospects.” (NEM, 2008) “…not only on making the most of the many physical assets but on ensuring that the local residents are among the first to benefit from a city which is vibrant and prosperous where local people live in pleasant and safe surroundings and enjoy better schools and jobs.” (Vision & Regeneration Framework, 2008) Felicity Goodey Chair, Central Salford Urban Regeneration Company Robert E Hough: Chairman of New East Manchester Ltd

22. CLEAR? Is The Future Nu The aim of this project is to provide a comprehensive analysis, outlining the different perspectives on the implementation of nuclear power in the UK. The country is currently at a crossroads in determining which direction to turn with regard to energy supply in the UK. The government has recently published the White Paper, which outlines the country’s current energy position and the problems it faces. Further, the report points to where the country is heading. The government’s principle argument is that building new nuclear power stations will provide an answer to the looming energy crisis, as well as help to reduce the country’s carbon emissions. With commitments to carbon reduction agreed under the Kyoto Protocol - as part of the international Framework Convention on Climate Change - the need for immanent action has never been so strong. Use the links given below to access specific slides. Links at the bottom allow you to navigate between slides. This Project… We look at the scientific facts surrounding nuclear energy, why it is so controversial, why the argument is so relevant now and list possible alternatives. Furthermore, we look at the issue from a leadership perspective, as well as outlining what individuals can do to influence the argument. We aim to provide a fair, balanced view on the situation so that you can make an educated and informed decision as to what stance you will take. >> 1 Why Nuclear Power Is An Issue In Britain >> 2 The Science Of Nuclear Energy >> 3 The Environmental Viewpoint: Risks Of Nuclear Energy >> 4 Nuclear Alternatives: Renewable Energy >> 5 UofM - Combining Forces To Tackle Climate Change: Here & Now! >> 6 Strategies For Leadership >> Bibliography 1 >> 7 Personal Contributions >> Bibliography 2 >> 8 Is The Future Nuclear? Heysham 2 Nuclear Power Station, near Lancaster [next]

23. One of the biggest problems that our world faces today is poverty. Education and poverty are directly linked – areas of high poverty have poor education. What is poverty? Poverty is the state of having a very low income, not being able to afford food and healthcare, lack of shelter, not having the opportunity to access education and having an uncertain future.[1] Poverty exists in every part of the world, both in developed and developing countries. Access to simple education facilities is problematic in developing countries whereas in developed countries there is a wide range of performance. Education is defined as the process of teaching, developing knowledge, skills and character of person.[2] Hence education is very vital for further development of any nation or society. This ePoster focuses on formal education in developing and developed countries, comparing the inequalities in primary, secondary and higher education. Case studies will illustrate the differences in higher education in developing countries and secondary education in developed education. This will provide a clear insight into the inequalities in education. In focusing on education issues, we have looked at several leaders and organisations that can exert influence in improving standards of education. In particular, an interview was conducted with the charity, READ International. Inequalities in education in developed and developing countries • Contents • Comparison of education enrolment in developed vs developing countries • Primary education in developing countries • Higher education in developing countries • An interview with READ International • Leaders in developing countries • Education in a developed country – Manchester • State schools vs Private schools in the UK • Leaders of UK education • Conclusion

24. Volunteering

25. Volunteering • In 2009/10: • MLP students completed 35,323 hours in total. • This translates to an financial contribution to the economy of £170,610 based on the minimum wage. • Students don’t gain academic credit for volunteering • Engage in a wide range of activities • Develop skills

26. Operation impact video

27. What do Employers think? • “The MLP is one of the most outstanding and innovative employability initiatives offered by a UK university and has a growing reputation amongst graduate recruiters. It equips students with many of the higher skills, knowledge and insights sought by employers and, as a result, helps Manchester students to stand out in a highly competitive recruitment market.” Carl Gilleard, Chief Executive, Association of Graduate Recruiters

28. What do Humanities students think? “ I chose the MLP because I wanted to diversify my course even further and I also thought it would be a great way to meet students form other disciplines and gain new perspectives. On both counts the course has exceeded my expectations. I’ve enjoyed the volunteering aspect – lots of variety and really fun. The MLP has also encouraged me to look at how I am spending my time here at Manchester, and the positive impact I can have on both my local community and the wider world.” 2nd year student, MML French and German

29. Quality • QAA Faculty of Humanities • Periodic review • Excellent feedback from External Examiner • Excellent feedback from students • 89% unit met or exceeded their expectations

30. Are we improving Employability? • DLHE data will be available this year • Anecdotal evidence – yes we are • 43% at beginning of unit confident or very confident about written communication – rose to 80% at the end • Teamworking, IT skills, inter cultural awareness also improved • Volunteering