Speakers

‘A different world: The impact of socioeconomic background on the student experience.’ - Jenny Shaw, Unite Students

Biography:

Jenny Shaw leads research into the student and applicant experience for Unite Students. Prior to joining Unite in 2012, she worked in higher education leading widening participation programmes and delivering national policy research. In 2022 she co-created the Living Black at University Commission to address race inequality in student accommodation. Over recent years she has been seconded to support the work of the DfE HE Mental Health Implementation Taskforce.  

Abstract:

Socioeconomic disadvantage doesn’t manifest exclusively in formal processes and academic spaces. Students who enter higher education from a “non-traditional” background are likely to undergo a long period of discomfort in informal spaces including accommodation, around campus in social settings, and in the less formal aspects of academic life such as personal tutoring and advising.  There can be a strong urge to try to conform, even when this means losing aspects of identity such as accent and cultural practices. 

Based on research with students at University of Leeds and Manchester Metropolitan University, this workshop uses students’ own words to tell the story of this difficult and disadvantaging transition, and shares their co-created recommendations for creating a more inclusive student experience. 

Can Students Thrive in a Cost-of-Living Crisis? - Elen Rose and Abigail Smith, University of Leeds

Biographies:

Abigail has worked in Educational Engagement since 2022, after graduating from Leeds. As a Student Success Senior Officer, she leads initiatives within the Financial Wellbeing Programme, helping students build financial literacy, skills, and confidence. 

Elen has worked in Educational Engagement since 2013. She played a key role in the development of the Plus Programme and widening participation financial support. As a Student Success Senior Lead Officer, she leads the strategic development of the Financial Wellbeing Programme, to support the improvement of student’s financial literacy and confidence.

Abstract:

The cost-of-living crisis is reshaping the student experience, with financial pressures increasingly linked to disengagement, mental health challenges, and lower retention rates. Last year, the University of Leeds launched the Financial Wellbeing Programme, co-designed with students to address these challenges. Through interactive workshops, targeted 1-1 support, and co-created resources, the programme aims to improve financial literacy, encourage positive financial behaviours, and build long-term resilience. Beyond campus, we’re collaborating with outreach teams on a financial literacy campaign to raise awareness of financial barriers to higher education and support prospective students in making informed choices. Looking ahead, we plan to launch a longitudinal research project in Autumn 2025 to explore the programme’s impact on student success, wellbeing, and progression. This session will share our co-design journey, initial feedback, and research ambitions – inviting discussion on how institutions can create environments where students not only survive but thrive, even in times of financial uncertainty.  

Overcoming occupational marginalisation for African and Caribbean pathways in higher education: Reflection on personal experience - Charmaine Chiedza, Leeds Beckett University

Biography:

Charmaine Chiedza is a 21 year old newly qualified occupational therapist and aspiring professor, who is passionate about equity and occupational injustice . Since the age of 17, she has worked as a SEMH teaching assistant alongside being an outreach ambassador in schools, empowering students whilst advocating against marginalisation and fostering supportive environments for diverse learners. 

Abstract:

Recent studies highlight that marginalisation persists beyond higher education in the UK, with BAME graduates facing higher unemployment rates and lower earnings compared to their white peers. Although the Department of Education has expanded initiatives supporting ethnic minority students, systemic racism continues to contribute to their marginalisation (Morris, 2021). This presentation will explore the internal and external barriers impacting a Black student’s educational journey in the UK, drawing from personal reflections of a Black British Occupational Therapy student who has experienced discrimination and inequality. Positionality is critical in this context, as the reflections are shaped by direct experiences of marginalisation. 
 
The presentation will highlight how higher education pathways can foster occupational justice, focusing on the role of stakeholders such as lecturers, peers, and student unions in addressing occupational marginalisation. The narrative will describe how initiatives like Ujima—a two-day residential program for Black African/Caribbean students—help broaden students’ career perspectives through seminars, team-building, and motivational talks. Implications for Occupational Science include the use of Occupational Justice theory to critically examine and address occupational injustices. 

Introducing ‘Your Subject Exploration’: implementing a new module space to support foundation year transitions - Dr Madeleine Newman and David Ibitson, University of Leeds

Biographies:

Madeleine Newman is Programme Manager for Arts and Humanities at the Lifelong Learning Centre, University of Leeds. She has led the Arts and Humanities Foundation Year programme since 2013. She has a PhD in History of Art from the University of Leeds. Her research interests include interdisciplinary learning and teaching, foundation year pedagogy and widening participation. She is currently academic Admissions Lead for the LLC and is a Senior Fellow of Advance HE.  

David Ibitson is Deputy Programme Manager of the Arts and Humanities Foundation Year at the University of Leeds. He has a PhD in Victorian Literature from the University of Leeds. His research interests include Victorian and Edwardian ideas of work and masculinity, and the fin de siècle Gothic. 

Abstract: 

This presentation will share programme team reflections on the conceptual rationale, design and delivery of a new Level 0 module titled ‘LLLC0210 Your Subject Exploration’ within the Arts and Humanities Foundation Year at the Lifelong Learning Centre, University of Leeds. It will introduce how this curriculum development, implemented in the 2024-2025 academic year alongside a more flexible programme structure, has enabled innovation of how notions of ‘transition’ are facilitated within the foundation year curriculum and student journey. ‘Your Subject Exploration’ provides an optional module space for students to undertake self-directed investigation into the transition from interdisciplinary study to a discipline-specific degree. It supplements established programme strategies for scaffolding and bridging successful progression within an integrated and extended degree experience. We will reflect on the first iteration of module delivery for students, including launching a research portfolio assessment premised on a critical reflection of an activity, object and scholarly resource.  

Co-creating assessment rubrics for data science projects - Jenny Sexton and Pete Edwards, University of Leeds

Biographies:  

Dr Jenny Sexton is a Data Science lecturer based in Leeds Institute for Data Analytics (LIDA). She is module leader for the Capstone Projects within the fully-online MSc Data Science (Statistics) which is run in collaboration with the School of Mathematics. Her focus is on working in partnership with STEM students, participatory approaches to curriculum design and authentic learning community development in digital educational environments.  

Pete is a Learning Designer in the Online team in the Digital Education Service at the University of Leeds. A historian by training, he has nearly thirty years of teaching experience in the secondary, post-16, HE and High Security Prison sectors, as well as examining and curriculum testing experience. He has worked in the Digital Education Service at Leeds since 2022 and has been involved in projects to enhance the student learning experience.  

Abstract:

In this presentation, we will present an innovative piece of ongoing work to involve students in the wording and presentation of assessment rubrics within Data Science. While analytic rubrics are commonly used in other disciplines, Data science students may not encounter this type of assessment until they undertake a project or dissertation. Providing students with access to marking rubrics is a first step towards transparent assessments but in practice students find rubrics opaque and difficult to engage with.  To ensure that the skills and competencies required are clearly explained within our assessment rubric, we are working in partnership with students while the module is being developed. Including student’s perspectives in the development of the module and creating space for students to interact with learning designers within DES aims to ensure that markers expectations and students’ interpretation of the wording of the assessments is aligned and provide all students with a sense of ownership.  

Addressing the digital hidden curriculum: a collaborative approach - Haworth Towler and Anthony Warde, University of Leeds

Biographies:

Haworth is a member of the Learning Development Team, with a focus on developing digital capabilities for taught students across a range of tasks, including developing proficiency with tools for study.  They have a background in digital education and equity and inclusion, and an interest in addressing digital inequalities. 

Anthony is a Digital Learning Advisor in the Library Learning Development Team, supporting the faculties of Engineering and Environment, as well as Leeds Business School. He is also jointly responsible for the maintenance and ongoing development of the library’s Academic Skills webpages and for the creation of new interactive learning objects and online resources.  

Abstract:

Removing barriers and empowering international students; how are we working to deliver the best outcomes for international students?  ","Delivering results through collaboration. How do we work together overcome implementation barriers in student success?", " Student journey. How do we deliver a seamless, tailored journey from foundation year to career transition?" Financial wellbeing and student success. How do we address the challenges students face as a result of the cost-of-living crisis?  

"You Say, I Hear”: Collaboratively Tackling Microaggressions to Foster Student Success in the School of Medicine - Kate Summers and Zuhura Akhtar, University of Leeds

Biographies:

Kate Summers is the Equity, Diversity and Inclusion Officer for the Faculty of Medicine and Health at the University. She’s committed to equal opportunities, supporting others, and driving positive change - one small step at a time. Previously, Kate worked in Student Success, championing inclusion and student wellbeing. 

Zuhura Akhtar is Business Operations Officer for Equity, Diversity and Inclusion at the School of Medicine, University of Leeds. She supports the BMA Racial Harassment Charter team and is passionate about creating equal opportunities, driving student engagement through microaggression awareness campaigns and inclusive initiatives that foster belonging and success. 

Abstract:

The School of Medicine’s ‘You Say, I Hear’ Microaggression Awareness Poster Campaign is designed to make the School a safer and more inclusive place for students and staff, a place where all feel welcomed respected and valued, and where everyone has an equitable chance to succeed. The campaign seeks to raise awareness of racial, LGBTQIA+, disability, gender, social class and religion related microaggressions.  This 15 minute presentation will first present the development of the microaggression campaign. This will include consideration of how we ensured student voice informed the development and implementation of the campaign. We will then share findings from the evaluation which included tracking of engagement with online resources and discussion with students. Reflections will be provided on how successful (or not) our attempts to extend the reach of the campaign and the likely impact of the 2024/25 campaign. The presentation will conclude with consideration of future activity.  

Building Belonging: Bridging Theory and Practice - Inca Hide-Wright and Sarah Bennett, University of Warwick

Biographies:

Inca Hide-Wright is a Warwick Graduate Management Trainee, Co-Lead of the Building Belonging Project and Co-Director of the newly developing Centre for Belonging in Education, connecting Policy, Practice and Research to support collective action, with Dr Tom Ritchie. Inca is currently working within the Warwick Students Union supporting the Full Time Officers in bringing their visions for change to life through project management, co-creation and design thinking. Inca is passionate about working with people to empower and create the change that needs to happen, no matter how challenging it is. 

Sarah Bennett manages ‘Thrive’, the Warwick-developed personal development programme to support students with their confidence, resilience and agency.  Co-created with students in 2023, Thrive is open to all, both undergraduate and postgraduate and is free to attend.  Beyond the programme content itself, Thrive aims to create a community of support, with additional opportunities for connection, following attendance on the 2-day programme.  Thrive has been mapped against the Building Belonging Framework to bridge theory with practical application.  Students have also reviewed Thrive using the Building Belonging snapshot tool to support continuous improvement and further enhance our student offer. 

Abstract:

The Building Belonging Framework is a tool that has emerged from collaboration and an identified need from working with student and staff communities at all levels and grades. This nationally and internationally tested framework supports and empowers students and staff in taking practical actions to support the building of belonging across contexts, individuals and groups, as well as developing understanding and awareness of what is being done and what could be done to enhance the building of belonging. The session will introduce the framework as well as examples of how it is being used, to support you in implementing the framework and accompanying tools such that, together, we can effectively identify, raise awareness, and actively address the barriers to student (and staff!) success, within and across institutions.

Towards A Common Language: Co-Creating Programme Learning Outcomes with Students - Laura Conroy and Alessio Baldini, University of Leeds

Biographies:

Alessio Baldini is Lecturer in Italian Culture and Director of Student Education at the University of Leeds. His main pedagogical interest is in how students engage with and can influence the higher education offer, particularly the way it is framed and presented to them.' 

Laura Conroy is Student Partnerships Advisor, in Organisational Development and Professional Learning at the University of Leeds. She works with staff to enhance educational practice through cultures of student partnership. Her approach encourages inclusive and reflective ways of working, supporting the meaningful integration of student voice, representation, and co-creation across programmes and schools. 

Abstract:

How can we transform curriculum language—often overlooked or misunderstood by students - into something meaningful and empowering? This was the challenge faced by the School of Languages, Cultures and Societies at the University of Leeds when introducing new learning outcomes for the BA Modern Languages programme (PLOs).  

Collaborating with the Student Partnerships Team, staff designed an interactive workshop inviting students to explore and critique the PLOs. Initial reactions revealed barriers: academic jargon, unclear relevance, and limited visibility. But as students unpacked the language and intent, their views shifted - PLOs became tools for navigating their studies, articulating their employability skills, and planning their future careers.  

 This shift sparked creative solutions – a co-created podcast and infographic – that translated PLOs into accessible, student-friendly formats. For staff, the process was transformative, as students' insights offered fresh perspectives on how PLOs could inform programme design and foster deeper student engagement.  

This presentation showcases the impact of student–staff collaboration and invites you to consider: how might you involve students in your next curriculum conversation?  

Opportunities and challenges of global partnerships for developing and assessing pedagogical interventions: A case study of Psychological First Aid - Noor Aqsa and Madeleine Pownall, University of Leeds

Biographies:

Noor is a second-year PhD researcher at the University of Leeds. Noor's research explores the integration of Psychological First Aid into higher education as a scalable response to disaster-related mental health challenges, with a focus on community resilience and the UN Sustainable Development Goals.

Madeleine Pownall is an Associate Professor in the School of Psychology and her research spans across scholarship, psychology, and metascience. 

Abstract:

Students should be educated to apply their disciplinary expertise to address the UN Sustainable Development Goals (SDGs). Once pressing goal is the increased frequency of natural disasters globally, which exacerbates mental health challenges in affected communities (Oxfam, 2024). This presentation will describe a recent cross-cultural collaboration with colleagues in Indonesia, which explored the barriers and facilitators of training students to deliver a Psychological First Aid (PFA) to address this need. Fifty-six participants in Malang, Indonesia, including students of different disciplines, educators, and community members were interviewed. We examined the perceived barriers and facilitators of training students to address the SDGs, which included both pedagogical, cultural, practical, and logistical considerations. This presentation will discuss key opportunities and challenges in global partnerships for the SDGs, including ethical engagement and the importance of co-creation whilst navigating nuanced cultural differences. Findings of the study highlight the transformative potential of international collaboration. 

Decolonisation and Black mental health: In what ways do Black students conceptualise their mental health through a cultural lens - Sharnel Wiggins and Richard Harris, University of Leeds

Biographies:

Sharnel is a 2nd year PhD student in the school of Psychology at the University of Leeds. Sharnel is particularly interested in how psychology, sociology, politics and race interact to form the lived experience of many. And through this understanding, contribute to the university’s efforts to decolonise academia. 

Richard Harris is the Director of Student Education and an Associate Professor in the School of Psychology, and his work centres around education for sustainable development, cross-cultural literacy, and global citizenship. 

Abstract:

Decolonisation in Higher Education encompasses ideals of how ethnic minority students can truly feel included in their academic institution. Often, these efforts towards decolonisation manifest in curriculum reform and revision of course content. However, an aspect of decolonisation that is often overlooked, is the mental health and wellbeing practices undertaken by universities. These services are often reported culturally incompetent and insensitive by Black students, unable to sufficiently address the needs of this demographic. In order to provide a form of care that caters to the cultural needs of Black students, a new holistic approach must be taken. An approach which accounts for and understands the historical and cultural burdens Black students carry with them prior to and during their time at University which, in effect, influences not only their mental health, but their relationship with it. Explored through a series of focus groups and collaborative work with the student body, this study attempts to explore the nuances of the Black experience by considering how the past, present and future as well as cultural factors such as stigma, religion and gender have worked in tandem on a interdisciplinary level to influence the relationship today’s Black students have with their mental health. In doing this, we can begin to build a system of care for these students that accounts for their vulnerabilities and one that is able to separate them from their student identity, rather understanding that they are Black before they are students.  

Understanding Decolonisation Through Action Research - Cam Highland and Xuanxuan Zhang, University of Leeds

Biographies:

Cam Highland is a third year trainee therapist on the Psychotherapy and Counselling MA at the University of Leeds. They are passionate about decolonising psychotherapy training and practice, as well as centring lived experience within education and research.

Abstract:

Title: Understanding Decolonisation Through Action Research

In this presentation we describe the use of action research to empower students in the School of Healthcare to decolonise their curricula.

Student volunteers from Midwifery, Social Work and Counselling and Psychotherapy met in subject-specific discussion groups, facilitated by Psychology students, to discuss the decolonisation of their programme of study. Themes were identified using reflexive thematic analysis and a list of recommendations was compiled for each programme. Staff teams from each programme then produced action plans in response to these suggestions.

A small group of students then met to merge themes across the three disciplines and produce school-wide recommendations for decolonising the curriculum.  They concluded that decolonising the healthcare curriculum requires an iterative process of education, collaboration, and a shared commitment to create change. ‘Diversity and Inclusion’ emerged as a potential barrier to decolonisation: a clear understanding of the differences between these principles is vital to avoid tokenistic ‘tick box’ responses.

Embedding equity to get career ready: Student Advisory Panels as catalysts for systemic change - Joanne McKenna, Edge Hill University

Biography:

Joanne McKenna is Student Success Officer at Edge Hill University. Prior to this she worked in Local Government offering legally based advice to families around Special Education Needs/Disabilities, as a teacher in both specialist and mainstream settings and studied History at LJMU followed by a PGCE at Edge Hill. 

Abstract:

Our Student Advisory Panel brings together students from underrepresented backgrounds with professional services and academic staff to ensure the diverse voice, perspectives and lived experience of the student body informs and influences university-wide policies and practices. Frequent panels provide sustained collaboration ensuring students shape systemic change in a way which positively reflects the inclusive culture of Edge Hill university as a place where student contributions are valued and supported. 

This session will explore how engaging our panel members results in meaningful impact and enhances the student experience. We will focus on active student partnership and cocreation with our Careers team which has led to enhancements to content, access to resources, and empowering students to advocate for themselves to overcome barriers to career readiness. 

Language Groups: Empowering Students Through Peer-Led Language Practice - Carolin Schneider and Jayne Barnes, University of Leeds

Biographies:

Jayne Barnes is a Lecturer in English for Academic Purposes at the University of Leeds.  She is supporting international PGT students in the School of Law, and has been a teacher trainer and ELT tutor in the UK and abroad. Her research interests focus on intercultural communication and corpus linguistics.    

Carolin Schneider manages the self-access centre, the Language Zone, at the University of Leeds. She has worked in academic and public libraries, and a keen interest in how information professionals can help people achieve what they need and want. Her other research interests include community building and independent language learning.  

Abstract:

The University of Leeds’ Language Groups Programme offers weekly, student-led conversation sessions that support language development, intercultural exchange, and community building. This initiative responds to diverse learner needs through inclusive, low-pressure environments that value student voice and peer collaboration. Volunteers co-create content, shaping authentic and culturally relevant learning experiences.  

The programme removes barriers for international students by fostering belonging, improving confidence, and supporting language acquisition outside formal assessment. It also contributes to financial wellbeing by offering free, accessible support that enhances academic and social success.  

We will share how the scheme has evolved through student feedback, influenced service design, and aligned with institutional strategies to deliver a seamless student journey—from foundation to graduation. This session will highlight collaborative delivery, practical implementation tips, and the measurable impact on student success.  

How do mature students experience academic reading? Using Photovoice to understand students' lived experience and co-create positive change - Catherine Bates, Beverley Freeman and Farah Batool, University of Leeds

Biography:

Dr Catherine Bates leads the BA Professional Studies degree in the University of Leeds’ Lifelong Learning Centre; this is designed specifically for mature students, informing her teaching and research interests in critical pedagogies, inclusion and student empowerment. She is involved in two participatory research projects: on mature student strengths, and as a LITE Fellow on how mature students experience academic reading. 

Farah Batool is a Pakistani Muslim by ethnicity and French by nationality, and resident in the Uk, Bradford, since 23 years. I am a female mature undergraduate student in Lifelong Learning Centre, University of Leeds, doing Professional Studies full time degree. I am in the 3rd and final year of my degree and really enjoying it a lot!

Bev Freeman is a BA Professional Studies student in the Lifelong Learning Centre, in her 2nd year of part time study. She has particular interests in higher education being accessible to all, regardless of prior educational background and financial status. I would to see more mature students feel they can succeed with the help of the support services available to us/them

Abstract:

Academic reading is a core academic skill and can be an empowering and enriching experience. It can also be and feel very difficult and cause many different experiences and emotions. All students face a range of challenges and pressures when undertaking university study and considering the lived experience of academic reading is a key area of student success work which deserves further investigation. This presentation, delivered by Catherine with two research participants – Farah and Bev - will introduce the co-created physical and digital exhibition co-created by a group of mature students at the University of Leeds, to communicate their lived experiences.  

The exhibition, displayed at the Student Success Conference, and also now available as a website, has been developed using the Photovoice research method, a participatory action research approach which puts the research participants’ ideas, thoughts and feelings at the centre of the research. It is the result of in depth discussion and reflections, enabled by this photo-dialogue method about common and individual experiences and insights into the experience of academic reading. 

We will give a brief overview of our experience of co-creating the exhibition, while also articulating how staff and students can now get involved with the next part of this LITE-funded and supported project. This will involve co-generating reading toolkits to further embed reading literacies into the curriculum, and to empower students to develop further strategies for engaging with academic reading. The hope is that it will inspire conference participants to think about getting involved and co-creating the next steps of the project and spreading the word! 

Like it or not, all assessments have to be flexible - Richard de Blacquiere-Clarkson, University of Leeds

Biography:

Rich is an Academic Development Consultant in Organisational Development and Professional Learning, as well as the institutional AI Hub Lead, and Strategic Lead for Research Ethics for the Leeds Institute for Teaching Excellence. He has been supporting colleagues in curriculum design for over a decade, with a particular emphasis on inclusion.

Abstract:

A short and hopefully sweet argument to bring out an inconvenient truth many of us are aware of but don't say often or clearly enough. The EHRC's "Advice note for the higher education sector from the legal case of University of Bristol vs Abrahart" tells us that assessments are rarely, if ever, exempt from reasonable adjustments under the Equality Act (2010). Under the Act we also have an anticipatory duty to make those adjustments in advance for all potential disabilities including for undiagnosed students. When around 30% of students have disabilities, this means either we make ad hoc adjustments on a regular basis for over 10,000 students, or we plan flexibility into all our assessments. Failure to do so is a breach of the Equality Act, i.e. a crime, and this imperative overrules other considerations such as pedagogical principles and disciplinary norms. It also rules out a return to blanket examinations as a response to students' widespread use of Artificial Intelligence.

From Barriers to Belonging: Rethinking Inclusive Education for International Students in Civil Engineering - Iyad Al Belushi, University of Leeds

Biography:

Iyad Al Belushi is an environmental engineer and course representative at the University of Leeds. With bachelor's and master's degrees from the University of Leeds, he champions inclusivity and belonging among his peers. His dissertation explored inclusive education for sustainable development, reflecting his commitment to equity-focused approaches for international students in Higher Education institutions. 

Abstract:

International students bring diverse perspectives to postgraduate engineering programmes, but many encounter structural and cultural barriers that limit both their academic success and sense of belonging. This presentation shares findings from a student-led project that explored how inclusive Education for Sustainable Development (ESD) can better support international cohorts in civil engineering. 

A mixed-methods design integrated faculty interviews, a survey of international students, and a participatory 'Listening Room.' Students identified recurring challenges, including extended lectures that led to fatigue, group assessments perceived as inequitable, and delays in feedback that hindered progress. Many also noted that the course content felt overly localised, with limited connection to their prior experiences or global career goals. 

Crucially, participants also generated actionable solutions. They called for flexible assessment formats, enforceable feedback timelines and clearer structures for amplifying student voice. Students emphasised the value of integrating global case studies into teaching and co-creating examples with peers to make ESD more relevant and empowering. 

These insights informed the design of an Inclusive Curriculum Map for the EEPM course, a programme-level framework for embedding inclusivity across teaching, assessment and feedback. By centring international student perspectives, the framework moves beyond identifying barriers to co-producing practical solutions that enhance success and belonging. 

This session will share both the barriers uncovered and the student-driven solutions proposed, inviting reflection on how institutions can better align policy with practice to create equitable learning environments that enable all students to thrive. 

“Navigating Transitions through Dental School”: a co-produced Wellbeing Rep podcast episode promoting self-care and support seeking for first year students - Liz Bridger and Laura Testa, University of Leeds

Biographies:

Liz Bridger is the Pastoral Care and Wellbeing Advisor in the School of Dentistry, providing one-to-one support and coordinating wellbeing initiatives. She contributes to projects related to sense of belonging, student voice, peer support, and EDI at School and Faculty levels.  

Laura Testa is a 3rd year Dental Surgery student and qualified Dental Therapist, passionate about student voice, peer support and wellbeing in Dentistry. She is a Wellbeing Representative for Leeds Dental School and student rep for the Athena Swan Staff Wellbeing and Positive Working Culture sub-group. 

Abstract:

Research indicates that transition to university is an ongoing, multi-faceted process (Fang, Ren & Sotardi, 2025), and for dental students specifically, the start of their student journey can be intensified by the additional pressures and expectations of a clinical programme (Salih & Smith, 2024). In the School of Dentistry, the Wellbeing Reps gathered feedback on challenges students face, including time management, academic pressure, clinical demands, and financial concerns. In line with calls for a preventative approach to managing wellbeing in dentistry generally (Woo et al., 2024), and to target junior students to embed positive norms (Ehsan et al., 2024), the Wellbeing Reps and the School’s Pastoral Care and Wellbeing Advisor co-produced a podcast episode directed at incoming first-year dental students. The podcast aimed to share information about, and normalise, self-care and support-seeking—two key influences on dental students’ stress (Singh et al., 2025). This was a collaboration with an existing initiative in the School of Dentistry called Better Me, Better You, Better Us, and explored layers not only of personal wellbeing and peer support but also of culture, systems, and institutional climate (Ware et al., 2025). The podcast episode was shared in early September 2025 through Welcome Communications and other channels. Engagement data and qualitative feedback collected after Welcome Week will be reviewed to assess the impact of this collaborative resource, with key findings to be shared with the student body to close the feedback loop.  

Jane Campbell is Head of Student Careers at the University of Leeds, a role she has held for 11 years. A careers guidance professional with over 30 years of experience across higher education, further education, adult education, and schools, Jane brings a wealth of expertise to her work.
Before joining Leeds, she managed Student Services for the Open University in the region. Jane is an active member of AGCAS (Association of Graduate Careers Services) and the Institute of Student Employers (ISE), where she served on the Board for over three years.
Passionate about collaboration across teams, Jane champions initiatives that improve outcomes for all students—most recently leading efforts to bring together Student Careers and Student Success colleagues. Alongside the University Academic Lead for Employability, she co-leads the institution-wide Student Opportunities and Futures Framework, driving strategic actions and KPIs to enhance student employability.

Ali Toosi has over a decade of experience in enterprise solutions consulting (information systems, IoT, and ERP), having founded and sold an ERP consulting firm. Ali is the top Leeds MBA (2023) ,now Director of Experiential Academy (TheXPA), an award-nominated venture delivering live consulting-style projects in strategy, marketing, and financial modelling, helping UK students gain the practical experience employers value.

Rosie Waters is a recent Philosophy graduate from the University of Leeds and am just over a month into a new graduate internship as an Employability and Progression Assistant (EPA) within the Careers Service. My role is to provide exclusive career support for Plus Programme and widening participation students through delivering 1-1 sessions and running mentoring schemes. As I was part of the Plus Programme myself as a student, I can understand and relate, on a personal level, to the students I interact with.

Andrea Bobadilla was born and raised in Honduras. I studied Marketing as an undergraduate at Loyola Marymount University in Los Angeles, California graduating in 2017. I moved back to Honduras a year after completing my degree and worked for my family business before making the move to Leeds in 2021 to pursue my masters in International Marketing Management.

As an alumni, I have been fortunate to receive incredible support from Spark and the University of Leeds to pursue my own business helping to make health convenient by building bespoke grab-and-go markets across various sectors and focusing on improving accessibility to healthier food choices. I have continuously been involved with the University of Leeds in fostering future talent through Spark and Mentoring at Leeds, and hope to continue making a positive impact for the younger generations.

Rebecca Fielding has over twenty years' global experience in strategic talent management and development. Founder and MD of global business Gradconsult, Fellow of the Institute of Student Employers, Fellow of the RSA, Founder of the German Early Careers Group, Chartered Fellow of the CIPD, Architect of the STP, an international conference speaker and frequent media commentator; Rebecca is considered one of the most expert voices on Future Talent across the globe. https://www.linkedin.com/in/rebeccafielding/

Antony Haddley is a strategist at Manifesto, a digital experience agency working with universities and charities to harness AI and digital transformation for social good.

He graduated in Music at the University of Leeds (2009–2012) as a first-generation student from a working-class background. He was elected onto the Student Executive (2012–13), where he chaired the Leeds University Union board and represented students at University Council. Following five years in advertising, he returned to complete an MA in Applied Psychology of Music (2018–20).

Ant has worked to remove barriers to opportunity throughout his career. At the Social Mobility Foundation, his digital transformation work improved access to Russell Group universities and high-status careers for thousands of talented young people.

Kena Kuria is a recent Fashion Marketing Graduate and currently in the second month of my internship as an Employability and Progression Assistant (EPA). Alongside Rosie Waters, we support Plus Programme students with anything careers related. As a student from an underrepresented background, I personally understand barriers to progression underrepresented students may face when starting and advancing in their career journey. Through my role, I aim to support Plus Programme in overcoming those barriers as they enter the workforce.

Bridging the Expectation Gap - Collaboration to Support Transition for Contextual Offer Holders - Jodie Connon, and Rebecca Surin, University College London

Biographies:

Rebecca is a Student Success Manager at UCL, working to improve the experiences and outcomes of underrepresented students at UCL. With expertise across widening participation, student success, admissions, and student support, Rebecca collaborates with staff and students to deliver inclusive initiatives that drive meaningful institutional change and advance student success.

Jodie is a Senior Student Success Officer at UCL, passionate about creating fairer routes into and through higher education. With a background in teaching and widening participation, she now works on student success programmes that empower underrepresented students to confidently navigate, and contribute to, university life.

Abstract:

The Access UCL Pre-Enrolment Programme (AUPEP) is a targeted initiative designed to support students from underrepresented backgrounds as they prepare to begin their studies at UCL. Taking place a few weeks before the start of term, AUPEP introduces students to university-level study and assessment, provides practical guidance, and helps them start building a sense of community before term begins.

A distinctive feature of AUPEP is the collaborative way it is delivered. The programme is facilitated by the central Student Success team in close partnership with academic departments and professional services across the university. Academic colleagues contribute tailored subject-based sessions, while professional services staff deliver workshops and talks on funding, wellbeing, academic communication, and careers. This shared approach ensures students are supported holistically, with both their academic readiness and wider transition needs addressed.

AUPEP also addresses the “expectation gap” many incoming students face. The programme demystifies university-level assessments and feedback by giving students an early opportunity to practise course-relevant skills and experience feedback in the style they are likely to encounter as first-year undergraduates. Crucially, AUPEP equips students with the tools to interpret university-style feedback and the confidence to ask for clarification, while also making clear where to turn for wider academic, personal, and practical support across UCL.

This presentation will explore how AUPEP brings together diverse stakeholders, the benefits and challenges of cross-departmental collaboration, and the impact on student experience.

Progress through Partnership - Claire Swanwick, Edge Hill University

Biography:

Claire Swanwick is the Student Success Manager at Edge Hill University. With 25 years’ experience spanning the FE and HE sector and across academic and professional services roles, she has worked with students from a range of diverse backgrounds, ensuring that they reach their potential. 

Abstract:

Students enter higher education with diverse backgrounds, experiences, and academic foundations. Exploring entry qualifications, particularly those specific to more vocational pathways, can provide insights into students’ prior knowledge, learning experiences, and preparedness for higher education.  Understanding this enables us to identify how to best support students with their transition into HE and once on programme, to reduce awarding and continuation gaps. We will share our learning from our collaborative BTEC Transitions pilot project and present findings to date, providing qualitative and quantitative insights including surveys and data, focus groups and discussions with educators and students, at level 3 and beyond specific to areas such as assessment, support, belonging and motivation and will showcase the strengths BTEC learners and those with alternative level 3 qualifications bring with them for study in Higher Education. 

Action Learning Sets within the Lancaster Success Programme - Kate Usher, Lancaster University

Biographies:

Kate Usher is a Student Success Officer at Lancaster University, working on the Lancaster Success Programme and leading on mature student provision. She is committed to enabling students from under-represented backgrounds to get the very best out of their university experience and to connect with others in a mutually supportive way.

Abstract:

This presentation charts the implementation and evolution of Action Learning Sets (ALSs) for students on the Lancaster Success Programme (LSP) over the past five years. You will hear from an LSP student giving honest feedback on the initial fear of opening up to a group of people you don’t know, but also the empowerment that comes from being actively listened to. In an LSP Action Learning Set, time is set aside at the end for students to swap tips and advice if the presenter wishes, but the emphasis throughout is on asking coaching type questions designed to help the student presenter find their own solutions to issues and develop their self-awareness along the way.

Expect tales of trial and error in delivery, attempts (successful and otherwise) to slay the “advice monster”, along with stories of lightbulb moments and the sense of belonging which comes from knowing you’re not the only one who feels that way.

Student experience and finances resources - Samantha Fletcher, Student Loans Company

Biography:

Sammie Fletcher – Student Loans Company

Abstract:

This session will provide a brief overview of key IAG messages for early applications, an overview of additional support available, useful resources and a look at MI data to identify tends and generate useful insights.

What If University Was Kind? Reimagining Success Through Humanising Pedagogies and Structures - Nick Cartwright, University of Leeds

Biography:

Dr Nick Cartwright is Associate Professor and Director of Student Success in the School of Law. A National Teaching Fellow, he is recognised for his work on inclusive pedagogy, critical race theory, and student success. He has advised Universities UK, TASO, and Unite Students, and his EDI Data Maturity Framework is used nationally. He is co-editor of Living Black at University: Anti-Racist Praxis Beyond the Curriculum (forthcoming, Manchester University Press) and has published widely on equity and legal education. 

Abstract:

What If University Was Kind? Reimagining Success Through Humanising Pedagogies and Structures asks whether higher education can move beyond transactional measures of success to embrace kindness as a guiding principle. Nick argues that universities often reproduce systemic inequities through assessment, pedagogy, and institutional culture. Drawing on critical race pedagogy, decolonial scholarship, and his leadership in inclusive education, he explores how humanising approaches - rooted in compassion, belonging, and civic responsibility - can transform student outcomes. The session highlights practical examples from the University of Leeds, including initiatives to close awarding gaps, embed inclusive assessment, and reframe the hidden curriculum through structured student success interventions. 

Insights from Student Development Coaching: Amplifying student experience of teaching to Student Success Working Groups & Committees - Ellen Avery and Elina Stylianou, University of Leeds

Biographies:

Ellen Avery is an Academic Success Lead Officer at the University of Leeds. She helped develop and piloted Student Development Coaching at the University of Leeds and currently provides coaching sessions within the School of Healthcare. She has over 15 years of experience planning and delivering Access and Foundation Year provision across the Sciences, Social Sciences, and Medicine. Her particular interests focus on the transition to higher education, the hidden curriculum, and working with students to help them maximise their university experience. 

Elina Stylianou is a Student Development Coach at the University of Leeds. She provides coaching sessions to encourage students develop their self-efficacy. Elina’s research interests include literature in EFL teaching and academic advising. She has a PhD in TESOL, is a Fellow of Advance HE and a Recognised Senior Advisor.  

Abstract:

This presentation explores the role of Student Development Coaching (SDC) in amplifying student experiences and communicating them to relevant university stakeholders. This new role is faculty-based, but not directly involved with local academic or student support teams. In this confidential space, students feel more comfortable discussing their experience of learning environments honestly. Themes from coachees often highlight persistent barriers to student success and how they perceive the implementation of inclusive pedagogies. The trends in these authentic views from students, who are unlikely to engage with existing feedback methods, are then addressed in Faculty Student Success Working Groups and Committees and institutional-wide networks.  These student insights often highlight barriers to success, primarily regarding hidden curriculum and their experience of inclusive teaching. This session highlights the importance of collaboration between coaches, academics with strategic roles and professional services staff. SDC not only supports students’ academic and personal growth, but also contributes to enhancing teaching and learning.   

Academic coaching: data-driven support for “students in the dark” - Isabelle Brent, Buckinghamshire New University

Biography:

Dr Isabelle Brent is Lead for Student Engagement and Retention at Buckinghamshire New University. She manages the Academic Coaching Team and leads institutional work on personal tutoring. An ICF-qualified coach with a DPhil from Oxford, she focuses on integrating coaching, tutoring, and intercultural competence into inclusive, data-driven approaches to student success

Abstract:

Empowering Coaches, Empowering Students: Intercultural Training as a Pathway to Global Student Success

International students are vital to UK higher education, yet their success is hindered by academic, cultural, financial, and systemic barriers. This presentation focuses on the transformation required in coach training to address these challenges, arguing that conventional programmes must be reshaped around the development of intercultural competence. Academic coaches equipped with these skills become powerful agents in dismantling barriers, not only for international students, but also for first-generation students facing the hidden curriculum of higher education. The session will share practical frameworks for embedding intercultural awareness and reflective practice into coach development, supported by evidence from recent training initiatives. Actionable recommendations will be outlined for universities aiming to achieve more sustainable retention, equitable outcomes, and genuine inclusion. By reorienting coaching practice toward intercultural competence, institutions can unlock the full potential of their diverse student body and foster an environment where all learners can thrive.

Secrets of academic writing- uncovering the hidden curriculum for international students - Dr Meenakshi Sarkar and Frances Noble, University of Leeds

Biographies:

Dr Meenakshi Sarkar is a lecturer in Human Resource Management (HRM) and Diversity & Inclusion at Leeds University Business School in the People, Work and Employment department. Meenakshi came to the UK in 2012 as a mature student on the MA HRM course with two decades of work experience in India with reputed multinational companies. She is the Deputy Programme Director of MA HRM and LUBS co-lead for decolonisation.

Frances Noble is a Learning Technologist in the Leeds University Business School’s Digital Education Enhancement team. Before this Frances promoted understanding of Chinese language and culture at the Business Confucius Institute at the University of Leeds and taught English as a foreign language in Ecuador, China and the UK.

Abstract:

The SECRETS of academic writing is an engaging online resource developed by Dr Meenakshi Sarkar with Frances Noble from the Leeds University Business School Digital Education Enhancement Team.

Based on Meenakshi’s SECRETS framework, the course simplifies academic writing into seven essentials: style, evidence, critical thinking, referencing, explicit explanation, theory, and structure. Student voice is featured throughout.

The resource aims to provide a simple and memorable way for students to understand the requirements of academic writing, while acknowledging and highlighting existing resources (particularly at the University of Leeds) that students should be aware of.

This session will introduce the resource and propose how it can be used to support students. Attendees will be invited to reflect on the SECRETS model and offer perspectives on its potential application in different subject areas.

Belonging in Higher Education: Addressing Barriers and Improving Transitions for Black International Postgraduate Students - Iman Federico Awi, University of Leeds

Biography:

Iman Federico Awi is an Educational Engagement Officer at the University of Leeds, working on widening participation outreach programmes for pre-16 and post-16 learners. Iman is also a PhD candidate in Sociology and Social Policy, researching the barriers faced by Black postgraduate students in England. Her interests include equity, inclusion, cultural awareness, belonging, and student voice, in higher education.

Abstract:

This presentation shares doctoral research on the experiences of Black postgraduate students in England, with a focus on international students. It explores how intersecting issues of race, identity, and systemic inequities shape access, belonging, and progression in higher education. Drawing on Critical Race Theory (Ladson-Billings & Tate, 1995) and cultural capital (Bourdieu, 1986), the session discusses how institutional norms and exclusionary academic cultures marginalise Black students. It also highlights how equity-focused outreach and culturally responsive initiatives can support inclusive transitions and empower students across the postgraduate journey.

Stepping Up, Standing Out: Supporting international PGT students to make the most of their time at a UK university - Alison Leslie and Sally Heier, University of Leeds

Biographies:

Sally Heier graduated from the University of Leeds with an MA in Social Research in 2024. She is now working at Nexus supporting the Innovative Entrepreneurs Programme, a widening participation programme focused on business founders in West Yorkshire.

Alison Leslie is a Senior Lecturer in English for Academic Purposes at the University of Leeds and a Senior Fellow of the Higher Education Academy. She leads the Language Centre embedded in-sessional provision for the School of Sociology and Social Policy. Her research interests include inclusive and global education.   

Abstract:

A recent report by the Higher Education Policy Institute (Ebel, 2024) calls for universities to do more to value the social and cultural contributions international students bring to the UK learning experience. This chimes with the UKCISA’s #WeAreInternational Student Charter, which reminds us of our “substantial responsibilities to ensure that international students receive appropriate support and incentives to thrive" (2022, p.2). We will present findings and recommendations from our 3 year longitudinal research funded by the Leeds Institute for Teaching and Excellence which aims to better understand how we might support and reposition international students as valued members of the University. It will include resources co-created with student partners to provide more accessible peer-to-peer guidance on what support is available and staff guidance on how to value international students.  Participants will have the opportunity to review the resources and hear directly from one of our international student partners, who will share her experience of being involved in the research. 

“It's entirely new for me. I never experienced anything like this”: Responding institutionally to postgraduate students' undergraduate EMI learning experiences - Clark Girdlestone and Jenna Bodin-Galvez, University of Leeds

Biographies:

Jenna Bodin-Galvez is a lecturer in EAP at the University of Leeds, seconded to the School of Food Science and Nutrition, embedding in-sessional EAP in MSc modules. Her scholarship interests lie in the impact of embedded in-sessional provision, and in EAP needs analysis of students with an EMI background.  

Clark Girdlestone is a lecturer in EAP at the University of Leeds who leads the MSc International Business EAP in-sessional alongside Language Centre (LC) leadership responsibilities. He has previously presented at the BALEAP (2021) online conference, BALEAP PIMs and various LC summer conferences at the University of Leeds.  

Simon Webster (collaborator) is an associate professor in EAP at the University Leeds. He has a seconded in-sessional role in the School of Media at the university and leads the Language for Culture and Society pre-sessional programme. Simon’s publications include articles in ELTJ, TESL-EJ and JEAP.   

Abstract:

The UK university sector is seeing a rise in international postgraduate taught students from English as a Medium of Instruction backgrounds (Tejada-Sanchez & Molina-Nar, 2020; Mittelmeier, 2024). Despite successfully completing undergraduate studies in the medium of English, however, students may be yet to develop the academic literacies required for postgraduate study in the UK (Coetzee Van-Rooy, 2011). In-sessional EAP provision, designed to facilitate this academic literacy development (Sloan and Porter, 2010), is therefore dependent on research exploring the educational backgrounds of such students and establishing their academic literacy needs (Wingate, 2022).  

This paper reports on qualitative research conducted with EMI-background students in the disciplines of business, food science and nutrition, and media and communication at the University of Leeds. It explores the students’ prior educational experiences and their preparedness for postgraduate study in their disciplines, identifying the pedagogical implications of the findings for disciplinary in-sessional EAP and departmental provision.  

Degree in a Day - Enabling International Postgraduate TESOL Students To Gain Teaching Experience In a Safe Authentic Setting - Sarah Shackleton and Amy Mckay, University of Leeds

Biographies:

Sarah Shackleton is an experienced careers and employability professional with over two decades in the industry, including seven years dedicated to supporting student success in higher education. Her journey within the university began in the School of Education, where she cultivated a deep interest in the power of extracurricular activities and experiential learning to enrich student development. Sarah has consistently brought fresh, innovative ideas to enhance the student experience, with a particular focus on supporting international cohorts.

In her current role as Faculty Employability Manager, Sarah leads strategic efforts to integrate employability across both curricular and co-curricular spaces. She is committed to creating impactful opportunities for students to engage with industry, build confidence, and develop the skills needed to navigate an ever-changing job market. Known for her collaborative approach, she works closely with academic teams, employers, and student services to ensure employability is inclusive, accessible, and embedded throughout the student journey.

Sarah’s approach is rooted in a deep commitment to student empowerment. She is particularly passionate about helping students translate academic learning into real-world impact through opportunities such as placements, volunteering, and enterprise initiatives. By championing experiential learning and inclusive career development, Sarah aims to equip students with the confidence, adaptability, and insight needed to succeed not just in graduate roles, but throughout their lifelong career journeys.

Amy McKay is a Faculty Employability Officer with a strong foundation in education and student development. She holds a BA in Psychology with Education and a Master’s in Childhood Studies, both completed within the School of Education. Her academic background has shaped a deep understanding of student learning and wellbeing, which she brings into her current role within the university’s Careers Service.

Beginning her professional journey as a Graduate Opportunities Assistant, she quickly became a key contributor to employability initiatives across the faculty. Her passion for co-curricular engagement is evident through her extensive involvement in extracurricular programme both as a participant and as a facilitator. She has led after-school clubs and supported a range of experiential learning projects designed to enhance student confidence, skills, and career readiness.

Now working at the intersection of careers and curriculum, she collaborates with academic teams to embed employability into the student experience, ensuring that opportunities for growth extend beyond the classroom. Her work is driven by a commitment to inclusive, practical, and student-centred approaches to career development.

Abstract:

Degree in a Day - Enabling International Postgraduate TESOL Students To Gain Teaching Experience In a Safe Authentic Setting

International students who wish to gain experience working with children whilst in the UK face blockers such as DBS and language barriers. This type of experiential learning is extremely valuable in terms of their future career development and for the University's recruitment. Degree in a Day at the University of Leeds is a student-led event where primary school pupils come onto campus to experience a range of fun and informative activities developed and delivered by students. All pupils 'graduate' with a certificate wearing a hat and gown, supporting their university aspirations. Delivered through a 2nd yr UG module, it was expanded in 2025 to include a co-curricular version for international postgraduates.  Student feedback such as “It was truly one of the most amazing and extraordinary moments I’ve had at the University of Leeds” demonstrate the event’s power and this talk will showcase its development over the past 3 years.