Awarded for demonstrating Outstanding leadership in their role within an academic society.
College of Business, Technology and Engineering Amelia Tuxford – BA Hon Business and Human Resource Management
What they did “I have been blown away by the professionalism and dedication of members and the leadership provided by this student in particular. Initially, this student led the committee in agreeing roles and creating a set of values and aims for the society. They planned a variety of events, with something happening at least once month, to allow students to network with and learn from practicing professionals, including course alumni, local employers and members of the professional body. Their commitment to fundraise and to provide social events too is brilliant. They provide weekly updates and organise the committee exceptionally well. This society celebrates its 10th birthday in 2022! The nominated student hit on the idea of holding a celebration event to honour the founding academic and thank one of our supporters who has been a regular guest speaker since the beginning. Winning this award this year would be a fantastic way to recognise this student’s excellent leadership and mark this Society’s decade anniversary.
This student has consistently been involved in leading the society having a number of committee roles. Finally becoming society lead in 21/22. They have already built on the fantastic legacy of the society; they coordinated social events, charity fund raisers, HR professional events and developed cross course communities by engaging students on all associated degrees to get involved during the CV19 Pandemic.”
What was the Impact? “Thanks to the leadership of this student the society has been extremely effective. Students who are interested in a career in this field have benefitted from: a panel event, where different local professionals explained how they got into their roles and what they enjoy about their work; a local employer outliningthe skills required for this career and how to make outstanding applications; a member of the professional body explaining how to best make use of the resources and support available; and professional networking opportunities via social events, such as a Christmas meal. The enhancement for these students’ employability is immeasurable and would not be possible without the hard work of the society’s leader. We’re also on our way to our target of raising £100 for the charity Student Minds.
They have made a huge impact by acting as a role model for younger students. They have used the society to develop a range of CIPD related events on leadership, development and practices. They have lead the committee to create a thriving Facebook community, they have used digital technologies to hold events when it was not possible to meet in bigger groups and worked hard with the professional body to coordinate a range of specialist extracurricular events. They have also worked with SHU academics to coordinate placement events and support students to get employability such as a round table event with Burberry.”
How it inspired others “The activity of the network is used to support promotion of the related courses offered by SHU, during student recruitment. It has persuaded countless new students to consider a career in this field and enrol onto programmes of study within SHU. For many students having access to a professional network is not easily attainable, even when they have graduated. Having that network provided from the first year of studies, via this society, has levelled the playing field and raised aspirations of students wishing to enter this career. I am extremely proud to be associated with this society and feel that the leadership this student has provided in 2021-22 makes them very deserving of this award.
The students who work on the society committee have really benefitted from this person taking a key role on leading them to develop a full range of events. New fresher students benefitted from this person taking time to engage with them and to learn from their experiences and to develop key skills.”
Awarded for achievements and inspiring others by overcoming adversity.
College of Business, Technology and Engineering Olivia Tindle – BSc Hon Physics
What they did This student has overcome significant adversity on their route to reaching the final year of their degree and are on course to graduate with a class I degree in Physics. They are from an economically disadvantaged background, have certain disabilities, which were diagnosed very late, lost a close family member during their A-levels, and have suffered severe mental health issues since a young age. One A-level teacher even told them that they should try something else – not to pursue physics!
Despite this, through tenacity and passion for the subject, they have excelled during their degree, and are actively pursuing PhD study at SHU and elsewhere. They undertook a placement year at the STFC Rutherford Appleton Laboratory, where they gained experience in a research environment, which has stoked their fire for pursuing a doctoral degree. In my mind, to achieve success after facing such adversity is worthy of recognition. The student impressed with their determination and commitment as well as professionalism throughout the placement. The huge growth in confidence and skills over placement has enabled the student to return to the university and pursue opportunities for further study. Whilst on placement the student continued outreach work and support work for the university such as supporting IOP accreditation.”
What was the Impact? “On the back of their achievements, this student has applied for a PhD scholarship from the IOP Jocelyn Bell-Burnell fund. If the application is successful, the award would bring £35k funding in order for this student to continue study at SHU and pursue cutting edge research in nuclear physics, thus raising the profile of the department. They are also pursuing funded PhD opportunities elsewhere. Their final year project is to perform a nuclear physics experiment in collaboration with STFC, which has opened up new research collaboration opportunities between the STFC ISIS laboratory and SHU. I also believe one of the main impact of this student’s achievements is that of inspiring others.
The high quality work whilst on placement will lead to a paper and has helped increase knowledge relevant to a limiting problem at the facility.
The student is applying for funding to study a PhD at SHU which if successful could lead to further funding and increased research opportunities at SHU for leading nuclear science research and increased collaborations with national and international facilities.”
How it inspired others “Due to their time on placement at the STFC Rutherford Appleton Laboratory, the STFC website now features an article about this student, outlining the challenges they had faced, along with the research they were undertaking at the lab. I believe that other students who saw this article would feel inspired to pursue their ambitions, even in the face of adversity. This student also supports the university as a student ambassador at open days and outreach sessions, where they can share their unusual path into academia and showcase the success of a minority student in STEM. They also share their passion for the subject by assisting me as a voluntary teaching assistant during Atomic and Nuclear Physics tutorials, one hour per week.
An article was published on the STFC website detailing the student’s journey and the challenges. This and the other outreach work has helped inspire other student to apply for placements and that it is possible to overcome challenges, adversity and become an academic researcher. I believe this helps demonstrate that science is not just for the privileged and that hard work, determination and commitment it is possible to achieve and this is inspirational.”
College of Health, Wellbeing and Life Sciences Jessica Godwin-Geair – BSc Hon Midwifery
What they did: “This individual is truly inspirational. As a mature student, with a young family, they have risen to the challenges of the course and the additional burden the Nursing and Midwifery Council emergency standards and working in the NHS during the pandemic brought and greeted it all with a smile.
At times of extreme pressure this individual only thinks of others and the support and care they need. An example of this was making a promise to bereaved parents that they would not leave their child alone. This commitment to the parents demonstrates great professional integrity and the provision of individualised person-centred holistic care. Even with this intense commitment to the parents this individual also found time to support junior students and registrants in the clinical environment to cope with the unexpected death. The hospital Trust commended the work of the student by reporting this case in their “Moments of Excellence Briefing”
This individual is part of the course peer support network. They are an inspiration to those who need additional support, who are looking to excel in their studies and professional practice or as a role model within the LGBTQ+ community. This individual will never shy away from a challenge”
What was the impact? “This individual has enhanced student wellbeing from a professional and personal standpoint. Demonstrating total commitment to their personal education and professional development. They are an outstanding role model for their peers and students from other health care professional groups within the College. Their understanding of the needs of service users and their families and the wider changes within health care and the NHS, exemplifies what Sheffield Hallam students can achieve.”
How it inspired others “This person is an ambassador for the profession and Sheffield Hallam University by their cheerful disposition and daily embodiment of our graduate attributes. They inspire fellow students by example and have a profound impact on service users in clinical practice by the care they provide.”
College of Social Sciences and Arts Jeremiah Abiola Fasipe – MA Public Relations
What they did: “This student demonstrated great resilience in confronting unforeseen circumstances in their academic pursuits.
They organised a free workshop for underprivileged children empowering them which skills like tailoring, arts and crafts to enable them to leave the streets and make a living for themselves without having to resort to crime.
They are filled with determination and resilience, despite a hard upbringing they are fighting and continuing to prosper. Not only has the nominee devoted time to learning skills (such as new languages, hair dressing, fashion and interpersonal skills), they have a great desire to improve society. They are fighting for this change through selflessly sharing their knowledge with others, especially through the teaching of youths.”
What was the impact: “Empowering the youths by teaching them how to make clothes and also teaching them psychosocial competences and interpersonal skills to make them independent and be able to earn a living so as to prevent them from indulging in criminal activities. A sizeable number of youths acquired some profitable skill set to profitably navigate life’s rough roads. That singular act spread an aura of hope to those hitherto forgotten orphans.
Through teaching & being a positive role model, many young lives have been changed, improved and inspired to persevere.”
How it inspired others: “Following the good example of volunteering back to the society’s most crucial needs. A handful of NGO’s sprang up in especially during this pandemic period to address the issue of out of school children.
It has proved to me & others that with hard work and a positive motive, unforeseen circumstances can be overcome and even used positively. Something that clearly rings true after the most recent years.”
Awarded for their continuing support for the university and impact as alumni .
College of Business, Technology and Engineering Megan Flint – PhD SBS
What they did “This student has undertaken the entire SHU journey. They began studying with us as an undergraduate, studied for a MSc with us before securing a GTA PCR position with us and is thus now contributing to the teaching, learning and assessment of our students. This students is a committed Hallam advocate and has overcome personal health issues throughout the duration of their studies.”
What was the Impact? “The student has a positive impact applying a can-do and committed attitude to everything they do. This person is an advocate for our staff team and for the SHU-food experience. They are open to making a contribution and driven and motivated to succeed for themselves and the group more widely.”
How it inspired others “This person has shown resilience, dedication and passion for everything they do. Their ability to ‘give back’ now as a GTA allows other students to benefit from their reflections on the SHU-journey they have taken. The positivity and team spirit demonstrated has been consistent and is such a pleasure to be around.”
College of Health, Wellbeing and Life Sciences Chidimma Sunmineshine Chinweze – MSc Biomedical Sciences
What they did: “I will start by telling a story of how this individual impacted me and African community at large.I remember on this day when this individual saw how the new students from African community where struggling to fit in a new environment, they collect our numbers, followed up on us. Making sure we are not left behind. This individual introduced us to African community which really helped with our stay in UK. This individual encourages us to showcase our beautiful African reach cultures and stay by us anytime the needs arises. This individual became our voice.”
What was the impact? “When I finished my masters at Sheffield Hallam university. I was set to go back home to Nigeria and continue my African food business. This individual encouraged me to apply for Entrepreneur visa and continue with my passion to reach my potentials. Which really help me today to continue to showcase our beautiful African foods, hairs and wears in United Kingdom. This individual believe in me first, before I believe in my self. This individual is a great inspiration to me and African community at large.”
How it inspired others “We at African community are all looking up on this individual, this individual is an inspiration to us all as this individual has set a trend we are all following for a better life here in United Kingdom. We are not fall from home. We are all home because of this individual.”
College of Social Sciences and Arts Megan Caskie-Hefferman – BA Hon Education Studies
What they did: “The ex-student has come back to the department and is supporting us to support other students on the course. This student’s main role is to support two students, one who has a hearing impairment – they need transcripts of online learning updating to make sense, and the other student who has a visual impairment – they need resources collating and sending to digital services to be made into Braille. On top of these duties the ex-student has supported staff in a number of ways, from getting involved in helping to run seminars and IT sessions, to supporting students to learn together in the classroom whilst their tutor teaches remotely. They have also been proactive in finding out what the first years on the course are struggling with and setting up additional support sessions around referencing, mental health and time management. The first-year students have given this ex-student exceptional feedback for these additional sessions saying that they really relate to them as they have only just finished the course. Finally, this ex-student volunteered to be part of a focus group to help us in our development of the course, providing valuable feedback.”
What was the impact: “The help and support provided by this person has been invaluable and our line manager has secured her for next year as well. They have made the learning for the two students with learning contracts much smoother where the Disabled Student Allowance process has had delays or hasn’t met needs. The current students really relate to this person as they have only just finished the course and so they set the students at ease and are able to give hints and tips about their learning with more authority and relatability than staff members often can. They have also helped to build students’ academic skills whilst supporting healthy study regimes and techniques.”
How it inspired others: I believe this person has inspired our first-year students by showing them what they can achieve with the degree and how they can go on to support other people. They have also helped them to see that although their first year may be a massive chance and a hard transition, with the right attitude and techniques they can flourish.”
Awarded for enabling and championing inclusivity and diversity, and/or contributing to campaigns for social justice
College of Business, Technology and Engineering Philippa Mills – MSc International Business Management
What they did “The student did the bachelor (i.e. International Business Honours) with me, and currently doing MSc in International Business Management. I taught this student in two modules during the Bachelor degree and 1 module in Sept 2021 at the PG level. I found the student always rendering assistance in the class. At the PG level, we have a large number of international students. We often noticed that the student was helping those international students to understand many things that are new to them. In addition, those peer-supports were not limited to the class. The student also helped them with a lot of information so that they can easily get settled here in Sheffield. I also found the student discussing the assignment with others, although it is an individual assignment. The student also shared the notes they made during the seminar class. It shows a high level of caring responsibility when someone is in need.”
What was the Impact? “Other students (i.e. mostly international students) got huge benefits from the student, in terms of understanding the rules and regulations of the university. The student was also very proactive in doing class activities and often influence others to talk and engage in a dialogue. The student influenced other students in the class to come out from a comfort zone and participate in debates, eventually breaking the ice as peer-support is an amazing form of learning via social interactions.
In addition, I received good words from other students regarding the help and assistance they got from the nominated student. Other students also shared that the nominated student is a very well behaved student and soft-spoken.”
How it inspired others “Following this student, I noticed other students are participating in dialogue, mostly international students who hesitate to talk or feel shy. In addition, the nominated student inspires other students to take responsibility for their work (i.e. assignment) by encouraging them to discuss that with the seminar tutor during the class.”
College of Health, Wellbeing and Life Sciences Yosh Kosminsky – BSc Hons Occupational Therapy
What they did: “This student has always been a champion of social justice and inclusivity. When this student was a course rep they worked collaboratively with their fellow students and academic members of staff to resolve issues including reported incidents of discrimination in learning spaces and student specific issues. They always did this in a respectful way and worked collaboratively with academic staff. This student has worked closely with the EDI Lead in AHP on many issues and has volunteered their own time and energy to contribute to conferences, projects and other work to raise awareness of racial inequity and anti racism. This student set up an LGBTQ+ student group in the department. They have done this despite having their own health issues. They always speak up on behalf of others and raised issues that promote equity, inclusivity and anti-discrimination. They challenged me as a course leader to address discriminatory practice.”
What was the impact? “The impact they made was college wide which has contributed to university wide action such as the Equity Accomplice programme. They had meetings with key members of staff which led to thinking of how some of the issues raised could be addressed. They are a fantastic asset to the department and their contributions have been greatly valued in the college. Their contributions are always thoughtful and insightful and their suggestions are valued in enabling better inclusivity in the College.”
How it inspired others “By challenging other staff and students to critically examine what we do and constantly be striving for inclusive and equitable principles in our teaching, interactions and behaviours.”
College of Social Sciences and Arts Fozia Sultana – LLB Hon Law with Criminology
What they did: This student is the co-chair of Manifest Diversity – our student steering group for students who identify as being from African, Asian or other minoritised heritage.
This student is a shining example of championing inclusivity and diversity and working to make a real difference in their community to ensure social change. This student has set up a podcast show to interview staff of the university about their work and research that aligns with social justice. The student is also in the process of setting up a food bank to support her local community. This is on top of being an engaged and dedicated student in their classes and lectures.”
What was the impact: “They have been involved in interviews for student leaders and graduate interns and central to our soon to be released WordPress site which will give others a voice and provide regular newsletters and podcasts to all at SHU. They are the co-chair of the group so heavily involved in planning, talking to their peers and informing what we do next.
Raising awareness of social justice issues including inclusivity and diversity and working to address food poverty in the local area.”
How it inspired others: “Many students have commented on how friendly and approachable this student is, willing to listen to others and ensure those views are incorporated into planning next steps.
The podcast is in its early stages but will be available for the wider student body shortly, similarly with the food bank the student is still in the planning stages but once launched this project will have a big impact on their local community.”
Awarded for outstanding impact on the Sheffield City Region and surrounding areas (e.g. through Social, Charitable, Commercial activities).
College of Business, Technology and Engineering Ariana Croke – BA Hon Business and Enterprise Management
What they did They are one half of the founding members of Crags Radio a community Radio Station; they have been on the manging board as ‘Business and Marketing Manager’ since inception of the idea in 2019. Crags Radio also works in multi-media and is based in Creswell, Worksop. They opened Crags in January 2020 just ahead of the pandemic and we have recently celebrated their first birthday.
Crags Radio is an online radio station and can be heard from around the world. Their top 5 countries are the UK, USA, Germany, India, and Argentina. Listeners can also be found in Canada, Brazil, Russia and Spain.
They are a not for profit organisation and raise money through sponsorships, advertising, events and donations.
Over the last 2 main events they have raised around £400 with the Christmas Lights Event, and at a recent coffee morning they raised £102.15. This year they are also launching the Unsigned Music Awards to celebrate and support unsigned artists locally, they also have a nationwide and worldwide category planned. The aim is next year to launch the event as a ticket generated event with live performances and raise money for the station and local charities.”
What was the Impact? “The aim of Crags Radio station is to encourage local residents and businesses to be involved with the process of making the community stronger, connected and supportive.
They want people in the community to use the space for clubs, training, meetings and for the station to become a hub for the community. All the presenters are volunteers that want to become part of a team, and support the community in which they live and/or work. With this in mind the student and their managing team organise events within the community to support local charities. For example; each month there will be a coffee morning, this month was in aid of Bluebell Wood Children’s Hospice raising £102.15.
They also are expanding and holding business networking events, where the aim is to support a different charity each quarter. They hold awards for example in 2020 we held their first ‘Community Stars Awards’ which gave recognition to people in the community that has made a large impact such as Best Keyworker, Best Local Business, Charity of the Year and Community Project Award along with some others. They are also running this award programme again this year.”
How it inspired others “They have developed strong investment links to support Crags station during its initial phases and to enable a growth plan to become a committed member of the community. They have also developed the support for unsigned artists and created #TazzaTrack supporting artists globally with showcasing their music as a co presenter on The Saturday Hours.
They allow people to design and run their own show. There is always something for everyone all day and night for both listeners and volunteers being either educational or entertaining engaging all residents. With no other station targeting North Nottinghamshire. Some volunteers have been inspired to get involved with our charity events and even put themselves forward for the managing team working alongside the student and others.”
Awarded for displaying outstanding leadership qualities and making an impact.
College of Business, Technology and Engineering Amelia Tuxford – BA Hon Business and Human Resource Management
What they did “Whilst studying at SHU, they have taken part in numerous extracurricular activities. For example, they have been a member of the committee for an academic society for 3 consecutive years, eventually becoming the President of the society. They also became a Course Representative during level 5, whilst working part-time and taking part in the Career Mentoring Scheme. Following level 5, they did an industrial placement with a public sector organisation, where they completed several projects including creating the People Managers Network and they contributed to the Graduate Scheme Improvements project – a project aiming to improve the Graduate and Placement Scheme for future cohorts. Throughout their time at university, they have continuously tried to develop themselves professionally, through attending careers meetings, interviews and assessment centres, and completing courses to improve their skills. They have also volunteered at the RSPCA, and took part in a voluntary consultancy project with the RSPB. All of these activities have enabled them to achieve the Gold Hallam Award, and secure graduate employment in their chosen subject area.
This individual has such a positive impact on others. This person is the chair of their academic society but beyond that they are a fantastic role model through their approach to learning – which impacts positively upon the approach for the whole class. This person will put themselves out to engage in activities that they don’t need (as a strong first class student) but because it will benefit others e.g. asking questions on a discussion board when they already know the answer. They are also deeply valued by their course mates and at a course based awards their peers voted them the first to become a HR Director and this is why.”
What was the Impact? Being a Marketing Officer for an academic society contributed towards the engagement of attendees and encouraged people to attend events. Becoming the President of the society allowed them to lead and support a committee, helping to improve their leadership and confidence whilst shaping the society and contributing to the success of it. Hosting events related to the subject area allowed other students to gain knowledge and network with industry professionals. Being a Course Representative meant they acted as a student voice and represented the views of their peers on their behalf. Taking part in the Career Mentoring Scheme and attending career-related events showed drive and commitment to CPD. The projects they were involved with whilst on placement enabled the creation of a network designed to support line managers.
As a result of this network, line managers within the organisation now have exposure to monthly meetings led by guest speakers, based on topics which they suggested they wanted to learn more about, as well as a forum to connect with each other and a buddy scheme. This will help them to carry out their roles more effectively and feel more supported. The contributions they made to the Graduate Scheme Improvements project will also improve the experience for future cohorts.”
How it inspired others “They have inspired others to take part in the Career Mentoring Scheme through expressing how it has helped them individually, particularly with securing a placement. They have inspired members of the society committee by showing strong leadership and supporting them with their individual roles, which will encourage them to continue being involved with the society in the future. Completing these activities whilst studying and working part-time has shown other students that success can be achieved if you are willing to work for it.
For me it is all about role modelling, supporting, nurturing and engaging their peers.”
College of Health, Wellbeing and Life Sciences Harrison Warke – BSc Hon Sport Business Management
What they did: “Watching this student develop throughout their UG journey has been a real privilege. They have taken so many opportunities and been everything we could ask of in a student. They demonstrate leadership amongst their cohort by attending extra curricular activities and asking insightful questions of guest speakers, they were part of a team that took part in a Hackathon, competing against some of the top universities, they have engaged with the employability services and really made the most of the support on offer. They had an excellent placement, really impressing their placement host with their willingness to learn and develop, they were given leadership responsibilities very quickly into their placement. All of this hard work has led them to secure a place on a highly sought after graduate scheme. I am very proud to be their AA.”
What was the impact? “The main impact is on the personal, professional and academic growth of this student. They started at SHU as a shy student, but they leave us as a confident person who has so many opportunities to look forward to. They fully deserve their graduate scheme job.”
How it inspired others “This student really has led by example within the cohort, he has encouraged others to attend extra curricular activities, worked alongside masters students to help develop both sets of leadership skills and is willing to work with a range of staff on staff led projects.”
College of Social Sciences and Arts Elin Ivansson – PhD English
What they did: “Throughout the pandemic, this student took the lead, found funding, and created a virtual space for students in Humanities to gather. This started out online, during the lockdowns, and then moved to an on-campus weekly session to welcome students back to campus, and give them a space to meet, share experiences, and form a stronger, inclusive, and supportive academic community.”
What was the impact: “These spaces meant that student had a place that they could gather to meet course mates, share experiences, ask for a give advice, and experience the kind of academic community that is so important to university experience. Some students had never met their course mates — some were really missing the chance to catch up and just chat that wasn’t possible during lockdowns. Then, in this year (2021-2), the sessions – which had responded to student interests to include online interactive gaming, book clubs, creative writing workshops, and experimental crafting – returned to campus! Keen to ensure that everyone could participate, this student kept the online rooms open as well – running both each week so that students who couldn’t come in to campus could still meet up and share time. It’s meant that our academic community has not only continued through a really challenging time but had a chance to grow and develop in really exciting ways for the future.”
How it inspired others: “The work has inspired students to return to our beautiful student-spaces in our department; it’s inspired students to try something new – from creative writing to book-art. Students have had a chance to speak to not only their course mates, but post-graduate students in the Humanities, which has provided an important source of inspiration for further study and an opportunity to share their passion for their subjects.”
Awarded for demonstrating outstanding enterprise and/or entrepreneurial activity.
College of Business, Technology and Engineering Rebecca Malkin – BA Hon Business and Enterprise Management
What they did “The student started their own small sustainable swimwear company which makes swimwear in the UK from recycled nylon wastes like fishing nets and recycled ocean plastic in June whilst finishing their placement year.
They set up the business during lockdown while completing their year placement and has since gone on to secure Hallam and Santander funding, becoming a finalist in the Hallam enterprises 2021 awards.”
What was the Impact? “A very successful venture, all done whilst studying at the same time. Through hard work and dedication, the student has already made back just over half of their initial investment and sold 20% of their stock in pre-orders alone. They initially started selling just to the UK but demand from customers led them to extend this to the USA and Europe.”
How it inspired others This inspired others to think about what they can do if they set their mind to it. The student set up their business while running a baking blog, working full time on their placement and completing their placement university work. They are a great role model to others when showing how determination can help you achieve any goals you set for yourself. As a result, a case study was written about them and shared to Hallam’s LinkedIn and Website.
The student’s also inspired others by delivering a guest talk to local Sixth Form School pupils at the Hallam i-lab about their experience of setting up a business. They have also been asked to talk in a number of lectures and seminars giving top tips in setting up a business alongside various other commitments.”
College of Social Sciences and Arts Hollie Quanbrough – BA Hon Fashion Management and Communication
What they did: “The student is currently on the Work For Yourself Placement Scheme run by the Enterprise Team. They set up their business during the placement year and has been gaining several clients within a short amount of time. The student was very active in learning, and putting theories into practice and excelling in what they do. The student also supported their peers and give them a lot of support, tips and advice to progress on the Enterprise – Work For Yourself Placement.”
What was the impact: “The student has been making consistent sales during the first six months of being on the programme. They have been sharing their knowledge, advice and support.”
How it inspired others: “The student has been working really hard in setting up their own freelance work in a challenging situation (pandemic). They also provided support to their peers despite suffering from chronic illness. Their hard work, organisation skills and commitment should be recognised and should be inspiring to others.”
Awarded for Outstanding impact and/or contribution as an Apprentice
College of Business, Technology and Engineering Caitlin Jones – BSc Hon Professional Practice in Food Technology
What they did They came on a visit from their local school (Sheffield All Saints) and made it quite clear that they wanted to follow Matty Desforges (who also came from All Saints) onto a degree apprenticeship role. After that visit, they kept in touch and some opportunities were passed to them. They applied for the role that was advertised with the Co-op and was apparently brilliant! They had a lot of applications but this student clearly stood out. They have simply gone from strength to strength and has flourished not only in their role as a food technologist with the Co-op but as an apprentice and a peer on the course. Played a fundamental role in developing allergen awareness training packs and a virtual allergen training course for Co-op academy students and the wider store operation in response to the recent introduction of Natasha’s [allergen] law.
The campaign was supported by Steve Murrells, Co-op CEO, had national media coverage and involved the printing of allergen awareness training packs for every student across the Co-op academies.
4 months was spent researching and developing allergen packs for primary school students.
In addition to the role the nominee is a great ambassador for the apprenticeship scheme. Having partaken in multiple apprenticeship campaign videos for the likes of Sheffield Hallam University and the British Retail Consortium (BRC). As well as speaking to Co-op academy students about the apprenticeship route and advocating for the Co-op at the All-party parliamentary conference during the Governments annual conference in 2021.
What was the Impact? “Dedication to the project’s success ensured effective and informative training for the students. The final training packs were well received by the academies and the students alike.
Complimentary feedback was received from the Head of Technical, the Head of Co-op Academes as well as Anaphylaxis UK who had aided the research element of the project.
The recent video that they did with BRC during National Apprenticeship Week was simply inspirational for all that understand the role of an apprentice in a retailer. Not only have they got to grips with the role but in the opinion of their employer is achieving far more after 1 year at aged 19 than some graduates are capable of when they start work. They embrace the work based learning of the apprenticeship and additionally, are happy to share this with their peers and potential students – a real role model for apprenticeships. Please do watch the video to be inspired! Dedication to the project’s success ensured effective and informative training for the students.”
How it inspired others “48,000 Co-op colleagues have access to the Allergen training compiled. This has boosted store colleague allergen knowledge, increased Co-op diligence and fundamentally gives reassurance to customers that the Co-op instore made products are allergenically safe.
The Co-op took on an apprenticeship as a trial – this student has exceeded expectations all round within and externally to the Co-op. They have taken on a category (or two) within the Co-op and is a fully fledged technologist working on real products, with real suppliers and customers. their work on sharing the benefits of the apprenticeship has been outstanding – internally at the Co-op, with BRC and even going back to school to work with current students. They are going to be a hard act for the Co-op to replicate when they take on their next apprentice!”
College of Health, Wellbeing and Life Sciences Lois Anderson-Leary – BSC HON Healthcare Science , Cardiovascular Respiratory and Sleep Sciences DA
What they did: “Having transferred from cardio to respiratory after year one this nominee has shone and grown throughout their time with us. They have shown true passion for the speciality and this is reflected in time spent with patients/staff/quality of clinic work produced and the pebblepad portfolio. Their levels of work ethic and attention to detail in-stills a shining example to other apprentices and trainees visiting the department on a daily basis. This person will undoubtedly develop in to an excellent qualified physiologist the department and team at SHU can be immensely proud of. They uphold a constant level of practice without fault on a daily basis.”
What was the impact: “We were fortunate to employ this person on a long term basis purely based on their weekly placements from cardiology in first year. They bring an excellent working attitude everyday whilst continuing what was a swift learning curve after transferring to respiratory. Their personality fits in perfectly with an already established team and will always offer above and beyond to help individuals and the service as a whole. This person is a massive influence on the workplace in only a positive way. As manager on the unit I have no quarms they will excel in the field of respiratory physiology.”
How it inspired others: “As WBS it can sometimes be a slog to motivate trainees to fulfil certain aspects of the pebblepad, in this persons case it is the contrary. Their will, interest and commitment inspires me to get the best out of the nominee. I’d like to hope her SHU assessor Tracey is in agreement as they make our experience pleasurably and excited they are the ‘new generation’ As a result their impact inspires trainees and visitors around. Exuding such a positive attitude and good work ethic only influences the team for the better.”
College of Social Sciences and Arts Ela Roe – BA Hon Professional Policing Practice (DA)
What they did: “This apprentice is a full-time police officer studying on the Police Constable Degree Apprenticeship (PCDA) who joined the first cohort of the PCDA in September 2020. I met this student on their very first day. One of the youngest, this student was very shy and nervous as to whether they would be able to cope with the academic study whilst working full time as a police officer. This student has ADHD and a learning contract for dyslexia and only completed the first year of their A levels before dropping out after being told by teachers they were not academic enough. This student’s ‘dream’ was to be a police officer.
They have flourished on the PCDA, achieving a 2:1 at the end of level 4 and already have a project in mind for their End Point Assessment.
Operationally this student has exceeded expectations, gaining independent patrol status early and being commended by South Yorkshire Police (SYP) Staff. They have dealt with some very harrowing incidents; a sudden infant death, death by suicide, been badly assaulted when arresting a suspect to name but a few. They have shown resilience and professionalism dealing with these incidents alongside their academic study.”
What was the impact: “This student’s positive outlook for the PCDA has impacted on other students, and specifically me as course leader. They have been an excellent support, providing feedback to ensure the PCDA is the best it can be. The student has spoken candidly about their nervousness undertaking academic study and working operationally as a police officer to potential new recruits at several different events including the PCDA summer school. This has assisted both SHU and SYP in widening participation to potential students who would have otherwise thought they are not worthy of undertaking such a difficult course. The implementation of the PCDA to SYP has meant a change in culture for their staff. This has not always been received positively by operational police officers who did not join through the apprenticeship. This student’s positive outlook, hard work and determination has had an impact on the change in mindsetswithin an operational setting. I have been contacted by Sergeants and Inspectors who have told me what a positive impact this student has had at their District. This student was one of 60 who were disrupted by Covid but this student adapted to online learning and encouraged their peers to be more positive.”
How it inspired others: “This student is an inspiration for not only the PCDA but for all apprenticeships. They speak positively about their experience with Sheffield Hallam University and the support they have received. At a recent celebration event they provided a video talking candidly about the PCDA and a senior officer commented on how they were such an inspiration for potential students. Speaking openly about their learning disability and the support they have received has given potential applicants the confidence to apply for the programme who would have otherwise thought their own learning disability would be a hindrance. Nationally the PCDA is coming under a lot of criticism by Chief Constables and staff who do not think it is the right way to train police officers, this student is why the PCDA should be the route into policing. Their growth both personally and professionally is inspiring, and this demonstrates how an apprenticeship programme can really benefit individuals. This student has gone above and beyond to develop themselves and make the most out of a challenging yet rewarding apprenticeship. They have been a real inspiration to the Course Leader and other teaching staff to ensure the PCDA is an excellent and inclusive programme.”
Awarded for outstanding impact and/or contribution whilst undertaking work experience E.g. applied project, placement, enterprise residency, scholarly research/innovation solving real-world problems, as part of their course.
College of Business, Technology and Engineering Megan Fuller – BA Hon Forensic Accounting
What they did “Employed to assist in the running of our £11.5m revolving bank facility. Role created as extra resource due to function being in bank review measures. Other member of staff left before student start date, therefore left with the sole responsibility of function.
Student identified errors and inefficiency in the current process. Building a strong commercial understanding of customers and their specific invoicing requirements. Including Irish customers & proforma customers. Wrote new standard operating process and trained 2 members of staff.
In doing so, made the company compliant with the banks daily cut off window and moved the company out of bank review measures. Subsequently, had the invoicing and cash upload process further streamlined and now completed 4 hours quicker than previously.
Due to exceptional performance was promoted to Assistant Accountant and took on the full company reporting suite, provided to the senior management team, including multiple reports compiled on a daily, weekly, and monthly basis.
Additionally, student has led a customer credit backlog project to reduce lead time on credits from 3 months to 48hours. This meant managing colleagues to clear existing 1000+ credit backlog including streamlining the existing process so multiple credits could be processed at once.”
What was the Impact? “Bank removed the company from special review measures resulting in a £12k a year cost saving.
Due to time saved, company consolidated headcount and decided not backfill vacancy, saving additional £25k a year. Student subsequently promoted from Finance Assistant to Assistant Accountant and has taken on the internal company reporting.
Now a key member of the month end management accounts team, in taking the reporting suite they have allowed the team to complete month end in 4 days instead of 5. Never previously done.
Credit backlog project increased customer satisfaction and saved £180k a year as minor claims are now pro-actively pushed back or fixed by our road based technical team rather than the product be binned and a re-issue made.
The student has vastly strengthened the department with their knowledge and ability. They continually push themselves. Their proactive and positive approach to work has added an enormous amount of value to the finance team.
The student has a methodical approach, compiling in-depth notes allowing for team members to be easily trained on their duties. Combined with exceptional accuracy and reliability, their work is also saving time for the Finance leadership team that previously had to check junior staff’s work.”
How it inspired others “The student is a humble, polite, hardworking, and driven individual, the ultimate team player. They embody our company values and have inspired other junior staff across the business to do so. The student has demonstrated to our junior staff (graduates, placement students and apprentices) what exceptional looks like.
We have seen an increase in output across this tier of staff as they all strive to be the best they can be. A huge part of this is due to the student raising the bar internally.
The student is an exceptionally talented accountant that will undoubtedly be a future Finance Director if that is the direction they wish to pursue, but more importantly right here and now they have inspired a tier of workers to push their limits higher.
Our company goal is “pursuit of perfection” the student embodies this with great work ethic, proactive approach, willingness to learn and supporting their colleagues in any way they can. Their line manager who is a passed finalist CIMA from SHU with 3 years’ experience in the business has also taken inspiration from the student’s ability to throw themselves into new tasks, something that they themselves have struggled with in the past.”
College of Health, Wellbeing and Life Sciences Chelsey Seeley – BSc Hons Biomedical Science
What they did: “From day one the student showed enthusiasm and drive. They are professional and courteous always and adhere to strict health and safety and patient confidentiality regulations. They show exceptional initiative having only needed to be shown a task once to complete it to a good standard. They are always willing to help regardless of the task. Often the student will stay over to complete a given task even when told they can go home. From an academic point of view they are very good, written work is concise and well structured and any feedback I have given is always acted upon. They are seemingly never fazed by anything.”
What was the impact: “As we are a small department under ever increasing demands due to the current NHS backlog, the student has been invaluable. Having such a quick learner has meant that experienced staff can delegate tasks knowing that they will be completed efficiently and accurately. As mentioned above, because their university work is of a high standard and submitted promptly it allows me to fulfil my role without having to worry or chase them up.”
How it inspired others: “Our student literally brightens up everyone’s day. Even when we are under extreme pressure they remain cheery and positive and help to keep spirits high. Their dedication to study always amazes me, as they are often studying whilst on lunch inspiring me to push forward with my current professional studies. I have mentored many placement students over 15 years and I can honestly say they are possibly the best we have had. Their singing along to the radio does leave a little to be desired but nevertheless brings a smile to all of our faces.”
College of Social Sciences and Arts Max Molloy – BSc Hon Quantity Surveying
What they did: “This individual has fully embraced their placement opportunity. From the first day, they have demonstrated a positive, professional and enthusiastic approach to their work. They have shown an eagerness to learn, to be challenged and to take on responsibility and in doing so, have competently and regularly undertaken tasks that would normally be expected of those with 2 or 3 years more experience. In particular they have: 1. Taken the lead on the implementation of a new online e-procurement system, becoming the champion for the team and quickly learning how the system operates to provide guidance to the wider team. 2. Undertaken the site measure for a complex package of street lighting, traffic signage and lighting and electrical work on a project spanning 7km. 3. As a willing volunteer, confidently presented to the senior leadership team, professionally articulating the background to our project and the key deliverables to be achieved for the customer. 4. Enrolled on the Industrial Cadets (IC) accreditation to achieve a Platinum leader award, logging their experience to demonstrate skills and competency compliance at the levels required of the IC Framework. 5. Taken ownership of a subcontract package (high pressure road jetting), including submitting an invitation to tender, completing a tender evaluation, chairing the subcontract pre-award meeting and compiling subcontract documents.”
What was the impact: “When welcoming someone into the team who doesn’t have much, if any relevant work experience, the expectation of them is not set very high. Our primary ambition is to provide a working environment in which they can learn and through the course of their placement year, gain sufficient knowledge and understanding of the role that allows them to begin working competently and independently before they leave. With this particular individual they were able to hit the ground running, providing much needed support to the team who were already managing a high workload. This person was able to ease that pressure on the team by pro-actively looking to be given tasks, taking ownership and accountability for them and importantly completing those tasks to a high standard. Indeed this individual was often providing advice to others around them with more years’ experience.”
How it inspired others: “The confidence and enthusiasm of this individual has inspired other junior members of the team to become more involved in the project and more proactive in fulfilling their own roles. Their ‘get up and go’ attitude has challenged other members of the team to perform at a higher level than they were, encouraging them to raise their game and also given them more confidence to interact with the wider site team including going out on site more.”
Awarded for significant contribution to promoting the benefits of work experience and/or volunteering to other students as part of their course.
College of Business, Technology and Engineering Ellie Toombs – BA Business Economics
What they did “The student is the Departmental Rep but has gone way beyond this role supporting with the Transforming Lives strategy. They attend the Employer Advisory Board (EAB) as a student representative, and usually on their own represents the student voice. The student liaises with Executives in Residence (EiR) from large and small businesses and is not phased by the profile of some of the board members. The EAB leads the way across the university as best practice and the student is fundamental in the EAB achieving this position.
The work the student has contributed to has helped formed an EiR Steering Group of EiRs, academics and students. The group, particularly with the students support have contributed to embedding applied learning further into the L4 L5 and L6 HSE modules, but also across other modules within the department.
The student was also fundamental to the success of the Recruitment and Employability Extravaganza Event in October where they organised and delivered a event specific to supporting placements and Graduate Employment across all 3 subject groups. The event attracted over 300 students and 50 EiRs/external companies to support with stands and lectures, and included international representation.”
What was the impact? “The impact to students was significant as the student has involved students with EiRs, external partners and mentoring with academics. They have closed the gap between the 3 stakeholder groups. The impact to EiRs/externals is they are learning what is required from them to support applied learning, curriculum development and mentoring. The impact to the university is they represent a future SHU alumni and will be a great ambassador for the university upon leaving. The student will also have impact on future students as they have agreed to support with student projects as an alumni. The impact has a profound impact on the Transforming Lives Strategy by preparing students for the future. The student has delivered on working both locally and globally and so create knowledge through work on applied projects, and been an exemplar of a confident and resilient graduate.”
How it inspired others “The student is a brilliant example of a student from SHU and will be a great ambassador for the university when graduating in the Summer. The involvement with external EiRs and partners has allowed other students to see the benefits of collaboration and how it improves employment opportunities. The student has achieved significant results in academic work, but also gone beyond and demonstrated to student colleagues how collaboration with academics and externals can have a positive result to real-world challenges.
I have no hesitation in recommending this student for this award.”
College of Social Sciences and Arts Georgia Howe – BA Hon Sports Journalism
What they did “This student is the only placement rep for the MAC department this year (21/22) and has said ‘yes’ every time they have been asked to promote the benefits of a sandwich year placement to current L5 students. They took part in the introductory lecture, recorded a Zoom chat with the Employability Lead to be shown in lectures, provided quotes for open days and social media, and attended numerous lectures across the dept to talk to students on different courses. Despite the demands of their final year, this student has been tireless in their enthusiasm for promoting placements and has shared the positive experience they had on placement and the benefits it has brought for their final year and beyond. They have been cheerful and positive every time.”
What was the impact? “They have given all students in MAC the chance to hear about the benefits of a placement from ‘the horse’s mouth’. This has been of huge benefit to the EL, the EA and other members of staff when promoting placements because it makes a big difference if the message comes from someone who has just done a placement and is of a similar age and experience as the student audience. Hearing about such a positive experience encourages students to consider a placement for themselves.”
How it inspired others “The student’s enthusiastic and positive message about their sandwich year placement inspired L5 students to consider doing a placement next year and sign up to Handshake to look for opportunities. Students have told the EL that the placement rep has inspired them to do a placement. The rep also made themselves available to L5s by sharing their email address with students and chatting to them informally about what it’s like being on placement and the benefits it brings.”
