In this blog you can find links to all of our courses and social media pages
Updated august 2023
The Catalyst Building – Leek Road houses the Business School
In the School of Justice, Security and Sustainability, we offer a range of undergraduate, postgraduate and professional business courses, delivered either full-time, part-time or via distance learning. More information on each individual subject and course can be found below:
Hello, I’m Kyle Salisbury, and I’m excited to share my experiences as a full-time soldier with the Parachute Regiment and a student at University of Staffordshire (UoS), where I’m pursuing a Business Management BSC Top Up (MOD)
I began my academic journey in 2023, eager to expand my knowledge and skills while balancing my military commitments. The transition from military life to student life came with its own set of challenges, but I have found that UoS has provided a supportive and enriching environment that makes this balancing act possible.
One of the standout features of my experience has been the excellent instruction and mentorship offered by the university. I want to take a moment to highlight my course leader, Victoria Gilbert. From the very start, she has been an excellent support while on my academic path. Her approachability and willingness to provide guidance has had a significant impact on my studies. Whether I have questions about course material or need advice on managing my time between studies and military duties, Victoria is always there to help.
The module on Authentic Leadership, for instance, has encouraged me to reflect on my own leadership style and its impact on those around me. Meanwhile, the Data and Decision Making module has equipped me with analytical skills that I find invaluable both in my military role and in my studies. Innovation Change Management has opened my eyes to the importance of adaptability in today’s fast-paced world, and Strategic Management has given me a broader perspective on how businesses operate globally.
Juggling Military responsibilities and academic requirements
While juggling military responsibilities and academic requirements can be tough, I’ve learned that perseverance is key. The support I’ve received at UoS has made it not only achievable, but also enjoyable. I genuinely look forward to each class and the insights they offer.
As I continue my journey in both the military and academia, I’m excited about the future and the opportunities that lie ahead. I encourage anyone considering a similar path to embrace the challenge. With dedication, the right support, and a willingness to learn, you can achieve your goals—just as I am striving to do.
As someone who proudly wears the title of a first-generation university graduate, I know firsthand how education can transform lives. I didn’t come from privilege, I came from a background where university wasn’t the natural next step, but rather a distant dream that seemed just out of reach. Fast forward to today, and here I am, a Course Director at the University of Staffordshire, leading an incredible team that inspires and empowers students every day. And if you’ll indulge me for a moment, I’d love to tell you about one of the most inspiring journeys I’ve had the privilege to witness, the impact of the Chartered Management Degree Apprenticeship (CMDA) for our military learners.
The CMDA isn’t just a higher degree apprenticeship; for some, it’s a mission. And like any good mission, it requires strategy, adaptability, and an unshakable commitment to the cause. At University of Staffordshire, we have the honour of working with military professionals who bring their discipline, resilience, and leadership into the world of academia. But make no mistake, while these soldiers are trained for battle, it doesn’t mean their journey through university is easy. In fact, for many, it’s a fight of a different kind.
Take one of our recent graduates, for example. They completed their CMDA Apprenticeship, which includes a Bachelor of Arts with Honours in Professional Management, and while they’ll humbly credit their own hard work, they’ve also shone a well-deserved light on the exceptional support of our staff. From the financial reporting module that almost broke them (until our own Senior Lecturer in Finance, Dr. Dil Hewage, swooped in like an academic superhero), to the constant struggle of balancing deployments with deadlines, this apprenticeship was well and truly earned in the trenches!
And speaking of trenches, let’s talk about the unique challenges of studying in the military. Imagine this: you’re in the middle of Europe, no internet, no access to your laptop, and yet, you still have assignments due. No problem! Karen Castle and our team devised a contingency plan fit for a battlefield, ensuring that even when service members were off the grid, their education didn’t have to be. As they say in the military, ‘No plan survives first contact’ but thanks to my team, this one did.
And then, there are the battles you don’t expect, the ones that aren’t part of the curriculum, the extracurriculars, or the job description. One of our students, mid-degree, received a life-altering cancer diagnosis. Let that sink in for a second. They had spent years juggling deployments and studies, only to be thrown an even bigger challenge at the final stretch. But giving up was not an option. With the outstanding and unwavering support of Jennifer Rutter, Work-Based Education Officer, and my team, they powered through chemotherapy, surgeries, and all the mental and physical toll that came with it to ensure they graduated with their cohort just as they’d always planned. If that isn’t the definition of resilience, I don’t know what is.
So why am I telling you all this? Because education is more than just lectures and textbooks. It’s about people. It’s about the academics who stay late for one-on-ones, the support staff who rewrite the rulebook to make things work, and the students who refuse to let anything stand in the way of their success.
To my team at University of Staffordshire Business School, thank you. Thank you for your dedication, your passion, and for making the impossible possible. To our students, past, present, and future, I can only say keep pushing, keep believing, and know that you are never alone on this journey.
And to anyone reading this blog who has ever doubted whether university is for them, if a soldier in a warzone can do it, a cancer fighter can do it, then so can you. At University of Staffordshire, we will support you to make those dreams a reality. We are the Catalyst for Changing Lives!
It is over a century since the cries of “deeds not words” were heard from the Suffragette movement led by Emmeline Pankhurst and in 1918 under the Representation of People Act; women were finally given the right to vote…. subject to satisfying criteria. Enter the snail…. then taking a further ten years until the second act finally gave women the same voting rights as men.
And yet here we are in 2025 hearing the familiar call to action, this years’ International Women’s Day campaigned to “Accelerate Action” fuelled by the prediction that “full gender parity” will not be reached until 2158. Am sure I am not alone in thinking this is astonishingly snail like progress in an era when change is now constant, has never been so fast and will never be this slow again.
According to the latest global study by Ipsos for IWD; “women won’t achieve equality with men unless there are more female leaders in business and government”. After 20 years in leadership, I have been fortunate to support this; encouraging, creating opportunities, mentoring, and now developing abilities and confidence of students as they become senior leaders, but is the dial shifting?
At one level the answer is yes, if we look through the Glass Ceiling to some of the largest and most successful organisations; women now hold 43% of roles on FTSE Boards (FTSE Women Leaders Review Report 2025) and almost half of new board appointments are filled by women.
At another level… bring back the snail…as we consider pay. In 1968, the sewing machines of the Ford factory in Dagenham stopped as 180 women machinists downed tools in protest of unequal grading/pay in comparison to similar roles held by men, a fight that ultimately helped to drive The Equal Pay Act in 1970 – which set out to prevent discrimination in employment terms/conditions between men and women. Yet, 55 years on there is still a UK gender pay gap. According to recent ONS data the gap is on average 7% although decreased somewhat from 9% since the mandatory reporting requirement began in 2017. Those holding more senior leadership roles are more likely to experience the gap…so while we celebrate the achievement of 43% of women in FTSE executive positions – the reality is they are likely to be paid up to 69% less than a male.
If what gets measured gets done, then we might assume steady snail like progress will continue amid the ongoing cries for action. However, the Economists glass-ceiling index suggests otherwise with progress for women in work having stalled, mirrored by the less celebrated statistic that only 35% of leadership roles in 350 FTSE companies are held by women. So while we continue to measure progress or speed of snails (0.03mph) our focus and efforts would be better placed on “accelerating action”.
To be clear; I don’t hold any malice towards snails –in fact Charles Darwin suggested they are a superb example of adaptable life form …… perhaps then more adaptable than some humans!.
We are delighted to announce that Dr Muhammad Ali Khan has joined us as a Lecturer in Digital Marketing within the School of Digital, Technology, Innovation and Business (DTIB). With almost ten years of teaching experience and a student-centered approach, Muhammad brings a rich blend of academic rigor and practical expertise to our institution.
Muhammad’s academic journey is marked by a PhD from Manchester Metropolitan University, where he examined the field of advertisement effectiveness and consumer behaviour in radio advertising. His research provides valuable insights into how background music influences consumer responses to radio ads. Prior to his PhD, he earned an MSc in Marketing Management from RIPHA International University in Pakistan, and an MSc in Marketing Management from Liverpool Hope University in the UK. His undergraduate studies also took place at Liverpool Hope University, where he obtained a BA (Hons) Business and Marketing.
Muhammad has extensive work experience with a various range of clients across multiple digital platforms, sharing his skills in digital marketing strategies. He also contributed to course development at Warrington and Vale College, demonstrating his commitment to educational excellence.
In addition to his academic and teaching credentials, Muhammad has a passion for entrepreneurship. He has collaborated with small businesses to enhance their online visibility through search engine optimisation (SEO) and pay-per-click (PPC) campaigns, managing their accounts and optimising strategies to achieve tangible results.
His research interests encompass consumer behaviour, the effectiveness of advertisements, emerging trends in digital marketing, the impact of media on decision-making processes, and innovative marketing communication strategies.
Recently, I had the pleasure of attending a conference on student engagement, and while many ideas were shared, one concept really stuck with me—giving students a sense of mattering. We often hear about the importance of students feeling a sense of belonging at university, but there’s something even more powerful about the idea that students feel that they truly matter to the university, their course, and the staff who teach them.
Belonging is fantastic, don’t get me wrong. It’s about students feeling accepted, finding their place within the community. But mattering takes this up a notch. It’s not just about being part of the university—it’s about knowing that you, as a student, are important, that your presence and your efforts are noticed, valued, and appreciated by those around you. When students feel that they matter, they are more likely to engage fully in their studies, contribute to the wider university community, and generally feel motivated to make the most of their educational experience.
In this post, I want to explore the idea of mattering—what it really means, why it’s crucial for student engagement, and how it connects to creating a sense of place, or placemaking, within our higher education institutions. With a bit of playfulness, I’ll delve into why we, as educators, need to focus on helping students feel that they matter—not just to the staff but to the university as a whole.
At its core, the idea of mattering is pretty simple: students need to feel seen, heard, and acknowledged. It’s one thing for students to know that the university exists to provide an education, but it’s another thing entirely for them to feel like their contributions, their presence, and their success are genuinely significant. When students feel that they matter, they are more likely to take ownership of their learning, get involved in extracurricular activities, and engage more deeply in their studies.
Think about it: when someone tells you that what you do matters, it changes the way you approach things, doesn’t it? You feel more invested, more motivated. It’s the same for students. If they believe their voice counts—whether that’s in class discussions, group projects, or feedback on their work—they’re far more likely to be active participants in their education. And that sense of significance doesn’t just improve their academic performance; it enhances their overall experience and satisfaction with university life.
Mattering and the Role of the University
It’s not just up to students to figure out that they matter—the university itself needs to send out that message loud and clear. It’s about creating an environment where students feel they are more than just a name on a register or a number in a lecture hall. They should feel like they are valued members of the institution, integral to the success of the community.
So how do we do that? Well, it starts with us—lecturers, staff, and the wider university community—creating a culture of recognition. It means taking the time to engage with students, acknowledge their efforts, and show them that they are important. Of course, this can look different for different people. A quick chat in office hours, recognising a student’s idea in class, or simply saying ‘Well done’ after a tough exam can go a long way in helping students feel seen.
But it’s not just about the individuals. The university needs to embed this ethos into the very fabric of its culture. That means prioritising student wellbeing, creating accessible support services, and encouraging students to take leadership roles in academic and social initiatives. When students feel they can contribute and that their ideas are valued by the institution, they are far more likely to invest their time, energy, and enthusiasm into their education.
Mattering and Placemaking: Creating Meaningful Spaces
Mattering is closely linked to placemaking, the idea of creating spaces that are meaningful and engaging. In the university context, placemaking isn’t just about making sure the coffee in the student union is strong enough (although that certainly helps!). It’s about crafting environments—both physical and cultural—that help students feel connected, supported, and valued.
The physical spaces we create are important, of course. Think about the lecture halls, study spaces, or even outdoor areas where students spend time. Are they inviting? Do they encourage collaboration? Do they feel like places where students can connect, learn, and thrive? If students feel comfortable in these spaces, they are more likely to engage and take ownership of them.
But placemaking isn’t just about physical spaces. It’s about the cultural spaces within the university—the ways in which students are encouraged to interact with one another, with staff, and with the institution. A university that values student engagement will create a culture where students feel that their ideas and opinions matter, where they have the freedom to express themselves and contribute to the community. This could mean having more open forums for feedback, offering spaces for students to lead discussions, or encouraging students to take part in university-wide projects. When students feel that they have a voice in shaping their environment, they are much more likely to feel that they matter to the university.
Practical Ways to Foster a Sense of Mattering
So, how can we, as educators, make sure that our students know they matter? It doesn’t have to be a big, grand gesture every time (though, if you want to hand out gold stars at the end of every lecture, I’m all for it!). It’s the small, everyday actions that count. Here are some ideas to help students feel acknowledged:
Personalised Feedback: When giving feedback on assignments, make it personal. Rather than just ticking boxes, offer specific comments on the student’s work that show you’ve paid attention to their individual progress. A little “Well done, your argument was particularly strong in this section” can go a long way.
Academic Mentoring: Strive to get to know their students as individuals. Simple gestures like learning students’ names, asking about their goals and interests, and providing tailored feedback can go a long way in making students feel seen and appreciated.
Interactive Classes: Make your classes as interactive as possible. Ask questions, let students share their thoughts, and encourage debate. The more students contribute to the learning process, the more they feel like they are shaping the experience.
Celebrate Achievements: Whether it’s a good exam result, a well-thought-out contribution to class, or a successful project, make sure to celebrate students’ achievements. Whether it’s through formal awards or informal praise, showing students that their hard work is noticed reinforces the idea that they matter. A simple shout-out in class or a congratulatory email can help them feel recognised.
Encourage Student Leadership: Give students the chance to lead. Let them run discussions, manage projects, or even help create course content. When students take on leadership roles, they feel that their ideas are valued by their peers and the institution.
Foster a Fun Atmosphere: Learning doesn’t have to be all serious business. Injecting a bit of fun into the classroom, whether through creative assignments, playful icebreakers, or group activities, can help students feel more comfortable and open. When students enjoy being in your class, they’re more likely to feel engaged and that they matter in the process.
Inclusive Culture: Foster a culture of inclusion and respect where every student’s voice is heard. This can be achieved through diverse representation in course materials, inclusive teaching practices, and creating spaces where students feel comfortable expressing themselves without fear of judgment.
Ultimately, giving students a sense of mattering is all about helping them feel like they are integral to the university community. When students feel that they matter to the university, their course, and their lecturers, they are more likely to engage, thrive, and succeed. This sense of mattering doesn’t happen by accident—it’s something we must intentionally nurture. By prioritising mattering, we create an environment where students not only belong, but also feel empowered, motivated, and ready to take ownership of their learning.
When students feel that they truly matter, the impact on their education and the institution as a whole is profound. Let’s build spaces, both physical and cultural, where students can feel recognised and valued.
For the business simulation module for the foundation year we have been participating in a computer simulation based on establishing a shoe manufacturing business. This blog will outline some of the activities we were involved in.
Reflecting on Our Shoe Business Simulation Experience: Key Takeaways and Insights
As part of our shoe business simulation programme, we had the opportunity to immerse ourselves in the intricacies of running a business, making strategic decisions, and learning how to navigate challenges. Throughout this process, we focused on several key areas that proved to be essential for success: motivating our staff, setting clear KPIs, aligning our marketing efforts, and continuously evaluating our performance.
1. The Importance of Motivating Our Staff
One of the most significant insights we gained during the simulation was the direct correlation between staff motivation and overall business success. Motivating our employees proved to be a driving force behind increased productivity, customer satisfaction, and retention. We recognised that when employees feel valued and motivated, they are more engaged and perform better, directly impacting our bottom line. This led us to implement strategies like increasing education budgets, offering profit-sharing schemes, and raising wages—all of which were prioritised in our budget. In the future, we would focus even more on consistent employee motivation to ensure a more engaged and productive workforce.
2. Choosing “Market Leader in Price Segments” as a KPI
A key performance indicator (KPI) we selected for the simulation was becoming a market leader in specific price segments. This KPI helped us focus on establishing a strong competitive position within our chosen market, whether premium, mid-range, or budget shoes. We realised that by leading in our target price segment, we could attract more customers, increase sales volume, and maximise profitability. Achieving leadership in a price segment not only strengthened our brand recognition but also allowed us to differentiate ourselves from competitors, ensuring long-term success in the marketplace.
3. The Role of Communication and Marketing
Our marketing and communication strategies were pivotal in shaping the public’s perception of our brand. For example, when we opened our outlet store at Rosada Outlet in Sheffield, we made sure our marketing efforts were aligned with this significant event. By advertising the grand opening across various channels, we ensured maximum visibility and engagement. Additionally, we used our marketing campaign to introduce our business, crafting an advert that highlighted our mission and core values. This helped reinforce our brand identity and establish a connection with our customers from the outset.
4. The Weekly Analysis Tool: Strengths and Areas for Improvement
The weekly analysis tool was extremely helpful in guiding our decisions and keeping us on track. However, we struggled to fully understand the implementation of our changes, as they didn’t always show immediate results. It was challenging to see how our adjustments translated into tangible improvements over time. In some instances, we were unsure about the impact of the changes we made, as we didn’t fully grasp their implications. Moving forward, we would dedicate more time to reviewing instructional materials, such as videos and additional resources, to gain a clearer understanding of the simulation. Unfortunately, due to starting the course late, we struggled to allocate enough time to engage with these learning tools. In future simulations, we would prioritise this to ensure a deeper understanding of how to leverage the simulation’s features more effectively.
Conclusion
Overall, the shoe business simulation programme has been an invaluable learning experience. Through it, we’ve gained a better understanding of the complexities of running a business, the importance of staff motivation, and the value of strategic decision-making. We’ve also learned that consistent communication, setting clear KPIs, and actively engaging with the tools provided are crucial to success. While we faced challenges, particularly with time management and understanding certain aspects of the simulation, we now have a clearer vision of how to approach these areas more effectively in the future. As we continue to refine our strategy, we are confident that the lessons learned from this experience will guide us towards greater success in our real-world business endeavours.
Chartered Manager Degree Apprenticeship (CMDA) achiever, Rachel Wooliscroft, was recently named personally by University of Staffordshire Vice-Chancellor and Chief Executive, Professor Martin Jones, during the graduation ceremony. Acknowledged for her outstanding impact to the local community, we caught up with Rachel to find out more about her CMDA journey.
Q: Can you share how your learning journey began and what inspired you to take this path?
A: My learning journey started with a conversation with the apprenticeship team within the organisation I work for. I’ve been working in the NHS my entire career while also raising a family, and I reached a point where I felt it was time to progress and gain further knowledge. I wanted to not only enhance my career but also bring more value to the wider organisation.
Q: What was the first step in your professional development journey?
A: Initially, I completed the Level 5 Apprenticeship in Leading People and Management. I thoroughly enjoyed the course and found it incredibly beneficial to my working role. The experience motivated me to take the next step, so I decided to pursue the Level 6 Chartered Management Degree at Staffordshire University.
Q: How has this educational journey impacted your career and the organisation?
A: The outcomes have been overwhelmingly positive, including career progression during the duration of the course. I’ve been able to apply the skills and knowledge I’ve gained directly to my role, which has had a tangible positive impact on the wider organisation. For instance, the work-based project I completed allowed me to work on a live initiative that led to smarter working practices and better outcomes for service users. It aligned closely with the organisation’s strategy, behaviours, and values, which was incredibly rewarding.
Q: What would you say to someone considering further education or professional development?
A: I would wholeheartedly encourage anyone who’s considering developing their learning. It’s not just about career progression—though that’s a fantastic outcome—it’s also about embedding the skills and knowledge into your daily work, benefiting both you and the organisation.
Q: Were there any particular aspects of the course that stood out to you?
A: The modules were incredibly engaging and provided exposure to new areas of interest. For me, this sparked a keen interest in marketing and consumerism, which I’ve since applied in my current roles within the NHS. The course challenges you to step out of your comfort zone and explore topics you might not have considered before.
Q: How did you balance the demands of the course with your professional and personal life?
A: The course does require dedication and focus to stay on track, but anything worthwhile is worth the effort. It was challenging at times, but the personal and professional growth I experienced made it all worthwhile. Completing the apprenticeship has not only impacted my working life but also boosted my confidence in my personal life.
Q: Any final thoughts or reflections on your learning journey?
A: It’s been an incredibly rewarding experience. The knowledge, skills, and confidence I’ve gained have shaped me both professionally and personally. If you’re thinking about embarking on a similar journey, my advice is to go for it—you’ll grow in ways you never expected.
*For more information about the Institute of Business and Innovation (IBI) apprenticeship programmes, please contact kieron.chadwick@staffs.ac.uk.
“Remember Remember the fifth of November” so goes the beginning of an old English poem celebrating the failed gunpowder plot against British Parliament in the 1600’s. (English Heritage, 2024) The same date is of political meaning in the states as well, as the date marks the 2024 United States Presidential Elections. Donald Trump, Republican candidate and former 45th President of the United States was up against Democrat and former vice president of Bidens presidency, Kamala Harris. For those who invest their hard-earned income in the American economy and worldwide, the outcome would be vital information.
Many celebrities jumped to show their support after Biden announced he wouldn’t be looking to do a 2nd term as president, and Kamala would come forward. Beyonce spoke at Haris’ Houston rally while rapper Cardi B appeared at Kamala’s rally in Milwaukee, both stressing the importance of women’s rights moving forward. Taylor Swift took to Instagram after the democratic convention to state her vote would be for Kamala. (Yang M, 2024)
(ITV News, 2024)
Tesla CEO Elon Musk is in infamous devotee of the Donald trump campaign. Having attended several rallies and using his digital platform, X, previously known as Twitter, to show his support. Rapper Kanye has said its “Trump all day”. American wrestling icon Hulk Hogan has said about the states, “we’ve never had it better than the Trump years”. (Yang M, 2024)
The three top financial contributors for the republican party were American Airlines, Walmart and Boeing, while on the democrat’s side were Google, Microsoft, and Brown and Brown. (Economic Times, 2024) Over a million dollars were donated by Google to the Harris campaign, and she received just over 2.5 million dollars with her top 3 investors. Trumps top three investors yielded him just over 300k, with American Airlines coming in the highest of the three at $134,000 contributed. (Economic Times, 2024) The Stock market proves its relevancy for investors time and time again, an easy asset to liquidate, it has performed better than any other security, including gold. (Cagan M, 2024) Looking at weekly company data from October 2024 to November 2024, we can get a snapshot at investment returns during pre- and post-election.
Five out of the seven companies measured had higher average weekly returns in November post-election. Tesla’s average return percentage nearly doubled from 4% to 8% in November following Trumps victory compared to the previous month while Republican backing Walmart saw a 212% increase on average market return. On the contrary, Trump’s top contributor, American Airlines faces post-election dip despite political support while Harris’s top contributor of Microsoft saw a 300% rise of weekly return. This suggests that investor sentiment toward the American Airline and Microsoft was influenced more by company-specific aspects or industry challenges rather than the election outcome. Overall, representing the American market, the New York Stock Exchange market shows a remarkable turnaround from negative return in October to positive return following the U.S. election.
By using standard deviation of returns to measure risk, as smart investors we equip ourselves with the knowledge of investment volatility. More risk more return reins true as top average return Tesla’s risk was the highest out of these tested companies coming in at 11%. The New York Stock Exchange risk landed the lowest at just 2%. All other companies measured risks varied between 2-4%.
With a risk under 2% and high yielding average weekly returns, an investment in the New York Stock Exchange composite is a no brainer, it’s range of investments mitigating the risks. Brown and Brown would have been a good share for the savvy investor to cash in on in November as they saw a high average increase in returns and had relatively low risk at just 3%.
Sometimes, the political landscape drives the market as it influences the smart investor keeps an eye on worldly matters. Overall markets tend to decline during election season given the uncertainty in the air, but times are ever evolving (Cagan M , 2024). When it comes to investing, staying informed about how elections impact market returns are a smart move for everyday investors. By keeping an eye on these market sentiments, we might just edge our bank accounts a little closer to those of the wealthy elite—one wise decision at a time!
References
Cagan, M., 2024. Stock Market 101: From Bull and Bear Markets to Dividends, Shares, and Margins—Your Essential Guide to the Stock Market. Simon and Schuster.
English Heritage (2024) Why Do We Remember the Fifth of November? Available at:
On Monday, 18th November, a group of students from Level 4 Tourism, Level 5 Events Management, and Level 6 Visitor Attraction and Resort Management were headhunted to participate in a unique focus group session at Historic Stafford’s Ancient High House.
The Purpose of the Project
The focus group was part of a broader initiative by Historic Stafford to reinterpret the Civil War Room at the Ancient High House. This room, which has remained unchanged for over 20 years, is undergoing a thoughtful transformation aimed at making it more inclusive and engaging. Recent studies conducted by Historic Stafford have highlighted the needs of neurodivergent communities and accessibility challenges within the museum. However, there remains a significant gap in engaging younger audiences, particularly those aged 18 to 24.
This is where our handpicked students stepped in—to share their perspectives, contribute fresh ideas, and help shape a visitor experience that resonates with a modern audience. Their selection for this prestigious opportunity reflects their potential to lead and innovate within the industry.
A Day of Collaboration and Insight
During the session, the students were facilitated by consultants in a series of workshops. These activities encouraged them to:
Evaluate the current presentation of the Civil War Room.
Critically assess its relevance and appeal to younger demographics.
Share insights on what might attract their peers to museums.
Suggest innovative ways to interact with historical content.
The workshops were dynamic and thought-provoking, with students engaging in discussions about historical storytelling, inclusivity, modern technology, and the financial viability of proposed ideas. The feedback they provided is set to inform not only the redesign of the Civil War Room but also the ongoing reinterpretation of the entire museum.
Linking Theory to Practice
For the students, this experience bridged classroom learning and industry practice. By engaging directly with a real-life project, they were able to:
Apply their academic knowledge to a professional setting.
Gain insight into the challenges of managing and interpreting heritage sites.
Develop critical thinking and communication skills.
Network with industry professionals and fellow students across levels.
Enhancing Employability
Being headhunted for this project reflects the high regard in which these students are held by both their academic programme and industry leaders. This collaborative effort aligns with Historic Stafford’s commitment to fostering relationships that enhance student employability. By involving students in meaningful projects, the initiative offers a platform to build practical skills, gain industry exposure, and contribute to the cultural landscape of the community.
Looking Ahead
The feedback collected during the session will be instrumental in creating an inclusive, engaging, and modernised Civil War Room at the Ancient High House. A second day of workshops at the Gatehouse Theatre on 19th November will extend this opportunity to other community members, ensuring broad representation in the project.
We are immensely proud of our students for their active participation and thoughtful contributions. Their selection for this prestigious focus group exemplifies how partnerships between academic programmes and industry can create enriching experiences that benefit everyone involved. and anticipate seeing the impact of their ideas on this exciting transformation!
