By Karl McCormack

17 December 2024

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.

Image from: Why Mattering at Work is the New Metric to Track – Dignify

The Power of Mattering

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:

1. 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.
2. 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.
3. 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.
4. 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.
5. 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.
6. 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.
7. 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.

By Kayley Brennan and Redhan Hossain

09 December 2024

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.

With Rachel Wooliscroft

04 December 2024

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.

Above: Rachel Wooliscroft, Chartered Management Degree Apprenticeship achiever

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.

By Melinda Clark & Dr. Dilrukshi Hewage

02 December 2024

“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 45^th 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 2^nd 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:

https://www.english-heritage.org.uk/members-area/kids/kids-the-stuarts/bonfire-night/ (Accessed: 26/11/24)

Economic Times (2024). US Presidential Election 2024: Donald Trump’s donor list in 2020 vs. 2024; and who’s donated how much to Biden and Harris. Available at:
https://economictimes.indiatimes.com/news/international/global-trends/us-presidential-election-2024-donald-trumps-donor-list-in-2020-vs-2024-and-whos-donated-how-much-to-biden-and-harris/articleshow/114957124.cms?utm_source=contentofinterest&utm_medium=text&utm_campaign=cppst

(Accessed: 26/11/24)

Investing (2024). American Airlines. Available at: https://www.investing.com/equities/american-airlines-group-historical-data (Accessed: 26/11/24)

Investing (2024). Walmart. Available at: https://www.investing.com/equities/wal-mart-stores-historical-data (Accessed: 26/11/24)

Investing (2024). Boeing. Available at: https://www.investing.com/equities/boeing-co-historical-data (Accessed: 26/11/24)

Investing (2024). Google. Available at: https://www.investing.com/equities/google-inc-historical-data (Accessed: 26/11/24)

Investing (2024). Microsoft. Available at: https://www.investing.com/equities/microsoft-corp-historical-data (Accessed: 26/11/24)

Investing (2024). Brown and Brown. Available at: https://www.investing.com/equities/brown—brown-inc-historical-data (Accessed: 26/11/24)

Investing (2024). Tesla. Available at: https://www.investing.com/equities/tesla-motors-historical-data Accessed: 26/11/24)

Investing (2024). NYSE. Available at: https://www.investing.com/indices/nyse-composite-historical-data (Accessed: 26/11/24)

ITV News (2024) From Beyonce to Elon Musk: Who are the celebrities backing each presidential hopeful? Available at: https://www.itv.com/watch/news/from-beyonce-to-elon-musk-who-are-the-celebrities-backing-each-presidential-hopeful/vfqh2xp (Accessed: 26/11/24)

Yang, M. (2024) Which Celebrities Have endorsed Kamala Harris and Donald Trump?Here are the biggest names. Available at:  https://www.theguardian.com/us-news/2024/nov/03/celebrity-endorsements-harris-trump (Accessed: 26/11/24)

By Amanda Payne

21 November 2024

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!

By Amanda Payne

21 November 2024

A Night to Lift Spirits and Foster Motivation

As we step into the new year, an electrifying sense of anticipation fills the air at the University of Staffordshire’s Business School. This January, six dedicated second-year students from the BSc Hons Business Management (Events) programme—Clare, Anya, Millie, Zeta, Georgia, and Lucy—are bringing their passion and creativity to the forefront. They are meticulously organising an event that promises to not only celebrate achievements but also uplift spirits, inspire motivation, and foster a deep sense of community: the Student Success Awards Evening.

This much-anticipated occasion, scheduled for Thursday, 30th January 2025, will be hosted at the vibrant LRV venue on campus. It is designed to be more than just an awards night; it’s a celebration of excellence, unity, and shared success, perfectly aligned with the University’s values and the National Student Survey (NSS) criteria of enhancing student experience and satisfaction.

What Makes This Event Truly Special?

The Student Success Awards Evening is not just an event—it is an experience crafted to recognise and elevate the achievements of our community. It is set to be a night that leaves attendees feeling empowered, motivated, and proud to be part of Staffordshire’s Business School. Here’s a glimpse of what’s in store:

•    Awards Ceremony: Shining a spotlight on students who have excelled and inspired, these awards will be decided through peer nominations and voting, ensuring they reflect the true spirit of camaraderie and mutual respect within our community.
•    Live Masked Singer Performance: Adding a layer of intrigue and excitement, this segment will feature four academics performing live in disguise. Their identities will remain secret until the big reveal, promising an unforgettable and thrilling experience.
• A Community-Driven Effort: Alongside the four masked singers, a further 10 academics have volunteered to help on the night, showing their dedication to the success of this event and creating a truly collaborative celebration.
• Complimentary Catering: Guests will be treated to a diverse range of delicious dishes, thoughtfully curated to cater to all dietary preferences, making the evening inclusive and enjoyable for everyone.
• Local DJ Performance: The night will close on a high-energy note, with a local DJ turning the venue into a vibrant dance floor, encouraging attendees to unwind, connect, and celebrate in style.

A Celebration with a Purpose

At its heart, the Student Success Awards Evening is about lifting spirits and bringing people together. Following a demanding exam period, this event provides a much-needed opportunity for students and staff to:

• Recharge and Reconnect: Taking a moment to relax and celebrate collective achievements before diving into the second semester.
• Foster Motivation: Recognising excellence in our peers inspires others to strive for success, creating a ripple effect of positivity and ambition.
• Build a Sense of Community: This event underscores the strong sense of belonging and shared purpose that makes the Business School a place of inspiration and growth.

It also aligns seamlessly with the National Student Survey focus areas of student satisfaction, sense of community, and academic support, showcasing the Business School’s commitment to enhancing the overall student experience.

A Collaborative Effort

This event is a testament to the collaborative spirit of the University. The enthusiastic support from lecturers, including those stepping up as performers and helpers on the night, has been invaluable in bringing this vision to life. Their encouragement and involvement highlight the unique, close-knit community that defines the Business School.

Join the Celebration

As the date approaches, stay connected with us on social media for exciting updates, sneak peeks, and announcements. The Student Success Awards Evening promises to be a night of reflection, celebration, and motivation—one that will leave every attendee feeling inspired and ready to embrace the challenges and opportunities of the new semester.

Let’s come together to honour the achievements that make the University of Staffordshire’s Business School a place of excellence, support, and innovation.

We look forward to celebrating with you!

Watch this space!

18 November 2024

Lee Stringer recently joined the Institute of Business and Innovation in the School of Digital, Technology, Innovation and Business at The University of Staffordshire, as a Lecturer in Human Resource Management (HRM) and Organisational Behaviour. He is an award-winning graduate with a robust research background and industry experience.

Lee’s qualifications speak to his expertise in HRM and Organisational Behaviour. He earned a Doctor of Philosophy (PhD) in Business and Management from the Alliance Manchester Business School (AMBS), the University of Manchester in 2023, where his research focused on online task crowd workers, web-based digital labour platforms and buyers, under the guidance of Professor Tony Dundon and Dr Stephen Mustchin.

In addition to his doctorate, Lee also holds a Master of Science (MSc) in HRM and Industrial Relations from the AMBS, earned with distinction in 2017, and a Bachelor of Arts (BA) in Business Management and HRM, where he graduated with first-class honours from the Keele Business School (KBS), the University of Keele in 2015.

Lee’s academic journey has been marked by prestigious accolades, including the Economic and Social Research Council Northwest Social Science Doctoral Training Partnership Studentship, and the Faculty of Humanities President’s Doctoral Scholar (PDS) Award, whilst undertaking his PhD at the AMBS. “PDS award-holders are students of the highest calibre, who have the commitment and desire to work on challenging research projects in world-leading research environments.” He was also honoured with a distinguished scholarship and received the Programme Prize during his MSc at the AMBS. Lee’s commitment to excellence was further recognised during his BA with the KBS where he was awarded the student prize for HRM and received commendation from the examination board for his exceptional academic performance.

Lee’s expertise extends to collaborative research, evident in a published book chapter, “Youth employment, masculinity and policy” in “Contemporary Issues in Management, Second Edition”, and high-quality articles. Notably, his co-authored pieces on “The Downsides of Homeworking” and “Technology and Remote Working Post COVID-19” have been published in prestigious blogs. Lee has also presented his thesis findings at the 39th International Labour Process Conference, engaging with academic, policy and practice audiences.

Lee brings diverse experience from roles across higher education and retail. In 2024, Lee worked at the Manchester Metropolitan University Business School and previously worked with Keele University’s IT services (2015 to 2016). Earlier, Lee gained extensive retail expertise at Woolworths, Spar and Rohan Designs Ltd. (2004 to 2011).

Lee is passionate about forging a career that combines teaching and research, while nurturing his interest in ICTs and organising, particularly in relation to work and employment.

As he says: I am thrilled to join the Institute of Business and Innovation as a Lecturer in Human Resource Management and Organisational Behaviour. This role offers an incredible opportunity to combine my passions for teaching and research while advancing my interests in ICTs, work and employment. I am excited about the platform it provides to launch and grow my career.

Lee will be teaching a variety of modules to undergraduate, postgraduate and apprenticeship students within the school.

Feel free to email Lee or connect with him on LinkedIn.

By Craig Holdcroft

5 November 2024

As a digital marketing practitioner and lecturer, I’ve seen the industry transform with technology, from the early days of web analytics to today’s AI-driven strategies. The initial hype around generative AI has quietened over the last 18 months, but its impact is far from fading. Today, many professionals, myself included, are finding ways to use AI tools to streamline daily tasks, enhance creativity, and better connect with audiences. For those of us teaching the next generation of marketers, this is also a huge opportunity to bring AI strategies into the classroom, ensuring students are prepared for the modern workplace.

A New Chapter with ChatGPT’s Web Search Capability

One of the most exciting developments in recent months has been ChatGPT’s web search capability. This feature allows users to access live, up-to-date data directly from the web—making it not just a research tool, but a real-time content and strategy assistant. Imagine the possibilities for content creation, where marketers and students alike can find timely insights, discover new trends, and conduct in-depth competitor analysis in moments.

As a lecturer, I’m finding that this capability is transformative. It enables my students to access current examples and case studies, saving us all valuable time and bringing an entirely new dimension to learning. For small businesses, web search integration can support market research and competitor analysis without the cost of a full team, helping them make informed decisions on the fly.

AI in Digital Marketing: Benefits and Barriers

According to a Microsoft report on the future of work, around 75% of global knowledge workers have used generative AI at work. However, many executives are still uncertain about how to fully harness its power (Accenture). As marketers, we understand that data-driven insights are essential, yet integrating new AI tools often comes with challenges in strategy and skill development.

Microsoft’s research shows that AI is already helping professionals save time (90%), focus on priority tasks (85%), boost creativity (84%), and improve job satisfaction (83%) (Microsoft). Many digital marketers are already using AI to automate repetitive tasks, from email management to scheduling, enabling more time for creative and strategic work.

In my own teaching and consulting work, we’re exploring pilot schemes that integrate AI into daily operations, including small businesses that need a competitive edge. Additionally, our faculty has adopted the AI Assessment Scale, which serves as a guide to help students understand how AI can be responsibly and effectively utilised as part of their studies. This scale provides a framework for integrating AI into academic work, encouraging students to think critically about when and how to use AI tools to enhance their learning and develop practical skills (in this case,digital marketing). Together, these initiatives showcase how AI, when used thoughtfully, can streamline tasks, support decision-making, and offer assisted guidence to users who can utiise generative AI as a junior assistant in their role.

AI-Powered Learning: The Key to Retention and Engagement

One of the biggest challenges in learning—whether for students or professionals—is overcoming the “forgetting curve”. We know that people lose about 90% of what they learn within a week if they don’t apply it. This ties closely to the Dunning-Kruger effect in digital marketing, where those with limited knowledge may overestimate their understanding. This overconfidence without skill reinforcement can be a problem for anyone trying to advance in such a fast-paced field.

Together, these theories remind us that to develop real expertise, we need ongoing practice and reinforcement. AI tools offer the solution by creating personalised, adaptive training environments that deliver insights and learning exactly when they’re needed. For students, this means they can experience real-time coaching, build skills, and apply what they learn in a safe, environment—a huge leap forward for applied learning in digital marketing.

Learning in AI: Accessible Courses to Build Foundational Skills

In a world where employees and students have limited time—only about 24 minutes a week for professional development (Josh Bersin) its important to break down generative AI into a sequence of learning tasks. For me I tend to practice with Chat GPT as my main source of online technology. There are now so many different AI platforms it can be difficult to know where to begin. To help individuals get to grips with the basics of generative AI, here are four free courses from Google Cloud offer an efficient way to build foundational skills:

• Introduction to Generative AI: An overview of generative AI concepts, its applications, and potential impact across industries.
• Introduction to Large Language Models: A focus on large language models, including their workings and role in AI-driven solutions.
• Introduction to Responsible AI: A course dedicated to the ethical use of AI, which is crucial for marketers to understand as they integrate AI tools responsibly.
• Generative AI Fundamentals: A deeper dive into generative AI, exploring its capabilities, limits, and how to harness its power for innovative solutions.

These free courses offer an accessible starting point for marketing professionals and students alike, empowering them with the knowledge to use AI responsibly and effectively in their careers.Remember, generative AI technology is improving rapidly. Keeping up can be difficult but choosing to make a start will give you that boost should you need it.

Still deciding on AI strategies

Despite all these advantages, many leaders are still unsure about their AI strategy. Building a clear, effective AI adoption plan remains challenging, but empowering teams with AI for learning and task automation is a scalable way to address these hurdles.

Through our pilot projects in education and consulting, I’m seeing firsthand how AI can support practical needs in various environments, from learning to marketing. If you’re facing challenges with AI in business or higher education, let’s connect! I’d love to explore opportunities for collaboration to overcome these barriers and advance AI’s positive impact.

#DigitalMarketing #AIinEducation #GenerativeAI #Microlearning #AIEducation #FutureofWork #AI #HigherEd #BusinessInnovation

A new prototype Index of Multiple Environmental Deprivation (IMED) has been developed by staff from Friends of the Earth, Natural England, Environment Agency, DEFRA, University of Leeds and University of Staffordshire as part of the Environmental Data Network.

Mike Childs (FOE) & Joe Swift (Environment Agency) coordinated the group.Prof Jon Fairburn of the University of Staffordshire was part of the working group.

The recording of the webinar is here. It includes a presentation by:

• Joe Swift from the Environment Agency on why we have done this work (from 4 mins 20 secs),
• from Gordon Mitchell at the University of Leeds on how an IMED could be used (from 18 mins 25 secs),
• from Toby Bridgeman at Friends of the Earth talking through the prototype (from 31 mins 03 secs),
• a discussion facilitated by Karen Mullen from DEFRA (from 1 hour 00 mins 42 secs).

We are particularly seeking feedback on:

• The potential usefulness of such a tool – would it be useful for you, and if so, how?
• Which indicators to use – should we replace or add to any of the indicators we have used?
• The methodology used for the indicators and domains – can you suggest a better approach?
• Would you be interested in developing the next version? And if so, would that be a) through dedicating time to discussions or analysis, or b) through being on a wider consultative group, or c) in some other way.
• Do you know of any funding sources that might want to support this collaborative project?

But do please share any thoughts you have!

You can do this by emailing data@foe.co.uk or through joining the Multiple Environmental Deprivation Group on the Environmental Data Network.