Summer Teams Enterprise Programme 2025
Are you an undergraduate student? Do you want to develop a range of Graduate Attributes and nurture your employability in summer 2025?
The Summer Teams Enterprise Programme 2025 is an opportunity for undergraduate students to invest 7 weeks in participating in a fully-online skills development programme, where they will work on a real-life project designed and supported by University staff, gain virtual team-work experience in a group of diverse students, contribute to the University’s learning and teaching through working on impactful outputs, and get this experience listed on their HEAR transcript.
Student applications are now open and will close at 23:59 BST on Monday 5th May.
2025 dates:
- Tuesday 15th April: Student applications open
- 23:59 BST on Monday 5th May: Student applications close
- Monday 26th May: Student Welcome and Programme Briefing
- Monday 26th May to Monday 14th July: Core 6-weeks of the programme
- 16th-22nd June: Reading Week
- Monday 15th to Monday 21st July: Final week to wrap-up and submit/present outputs to sponsors
- Monday 4th August: STEP closing ceremony and awards
STEP 2024 projects: https://sway.cloud.microsoft/DDY94MgL9BXLjQSy?ref=Link&loc=play
Past projects: https://sway.cloud.microsoft/emAWPsLaDwqx1Yb9
How does STEP work?
Premise:
- If selected, students are placed in a remote project team of six or seven undergraduate students, based on time-zone and project preferences.
- Each team will be given a real-life project to work on, each sponsored by a staff member(s) at a University School/Department.
- Students commit to viewing/attending a recording/workshop each week, themed around the University’s Graduate Attributes. They will also commit to completing a reflective log on Moodle each week, reflecting on how the team project is helping them develop that week’s highlighted Graduate Attribute.
- Students will agree to a social contract to ensure that they are engaging with the group work and completing all required aspects of STEP. The Social Contract can be viewed here.
- The programme comprises of 7 core weeks of project work and the weekly workshops (Monday 26th May to Monday 14th July, including a Reading Week), followed by a further week (Tuesday 15th to Monday 21st July) where teams will finish and submit the project output to your team’s sponsor. The output can take varied forms, such as a research report, video, creating an educational resource which will be used at the University, a piece of creative work or a website.
- At the end of the programme, students can also complete a blog post where you will choose one Graduate Attribute to focus on and reflect on how STEP helped them develop this particular attribute.
- If students complete all the skills workshops and reflective elements of the programme they will receive a certificate and electronic badge for their LinkedIn profile, along with guidance as to how they can articulate this experience in future job applications. Additionally, if they complete the blog post, STEP will be listed on their HEAR transcript. There are also individual and team prizes on offer.
Time Commitment
The typical minimum time commitment is 4-6 hours/week over the course of 7 weeks of the programme. This time commitment might be higher towards the end of the programme as the teams work towards completing the outputs.
How do I apply?
Please fill out the STEP Application Form. Before proceeding to the application form, please ensure that you've carefully read the descriptions for all the projects below, as you'll be asked to indicate your first and second preference. The deadline for applications is 23:59 BST on Monday 5th May 2025 (so you also have the entirety of 5th May). Applications are now open.
FAQ's
How long is the course?
7 weeks (4-6 hours per week)
What is it classified as? Is it an internship or paid?
This is a skills development course, not an internship and not paid. We hope that by participating in STEP you will develop valuable and employable skills that you can use in your future internships and careers!
What recognition would I gain from this?
STEP will be listed in your official HEAR (Higher Education Achievement Report) Transcript! You will also receive a LinkedIn badge, be able to add this to your CV, and you can potentially win one of our many awards if you’re selected at the end of the programme.
How much time am I expected to put into this overall?
A minimum of 4-6 hours a week, no maximum amount of time
Are there any benefits of participating in STEP a second time?
Yes! You can work on a completely different project, meet different people and develop new transferable skills while practicing the original skills you developed the first time you participated in STEP.
Who will be teaching the skills workshops?
Beyond meeting with your team weekly, you will be able to attend skills workshops hosted by our STEP Management Team, including the coordinator of STEP, Matilda Nevin.
Will my group's final work be taken into consideration to make real changes at the University?
Absolutely! One of the things that sets STEP apart as a development programme is its encouragement of taking projects beyond the programme they originated in. Many of our projects have continued into the following academic year as conferences, showcases, podcasts, and have even influenced modules running in the University. Your project can truly take on a life of its own beyond STEP!
Can I participate in STEP while having another internship or job?
STEP is a part-time commitment, so you can still maintain another internship or job alongside it. Furthermore, contact hours with your project team are not set in advance. You can coordinate with your team members and project coach to set meeting times that work for you and your other commitments.
Any other questions?
Please direct them to step@st-andrews.ac.uk
2025 projects
Sponsors: Paloma Gay Blasco, School of Philosophy, Anthropology, and Film
Student eligibility: This project is open to all, but would be especially attractive to students from Social Anthropology, and those with an interest in education and student voice.
Project description:
What makes a tutorial truly effective? What works and doesn’t in small group teaching? What keeps students engaged? What puts them off their learning?
Dive into the world of educational excellence to help tutors deliver better learning experiences for students. Through interviews, questionnaires, and online research, you’ll unpack the whys and hows of learning, uncover key teaching strategies, and analyse what keeps students interested. You will analyse different tutorial formats, assess the impact of teaching styles, and examine how factors like discussion dynamics, tutor feedback, and group participation influence how students learn.
You will help produce a toolkit for tutors at the School of Philosophical, Anthropological, and Film Studies. This resource will combine best practice examples, summaries of student experiences, and advice from previous tutors and staff, whilst aligning with School policies. Your research will help shape recommendations on how tutorials can be made more engaging, inclusive, and effective, ensuring that students get the most out of their learning experience.
You will gain valuable transferable skills in research, analysis, communication, and teamwork. Whether you’re considering a future in academia, teaching, or any profession requiring critical thinking and collaboration, this is an opportunity to build your expertise while making a real impact.
Project outputs:
A toolkit for tutors.
Graduate attributes:
Students will develop Diversity attributes that emphasise effective team contribution and interpersonal skills, and those related to leadership and negotiation. Emphasis will be put on reaching consensus and learning to work well together. Bringing together different kinds of data into one single output will help students develop creativity and problem-solving.
Sponsor: Isla Tabberer, School of Medicine
Student eligibility: Open to all, but would be especially attractive to students studying medicine.
Project description:
The University of St Andrews and NHS Fife are forging a new strategic partnership, bolstered by development of a new medicine degree programme, St Andrews MBChB (ScotCOM). The new programme contains all the required elements of a medical degree, preparing students for their future career as a doctor, in the same way as all other UK medical degrees. Unlike many medical degree programmes the School of Medicine and partner health care teaching sites are not geographically co-located, therefore where students may choose to live and how they might travel during the clinical years of the programme, is as yet unknown; beyond the current student preference of staying close to St Andrews for the pre-clinical years. The STEP project team will explore this topic and produce a report of findings and reflections, to inform future decision making in development of the new medicine programme.
Project outputs:
Intended outputs: By the end of this project, STEP students will have explored the requirements of the new St Andrews MBChB (ScotCOM) and possible medicine student behaviours, producing:
1) A Report of Findings, including: background, assessment of current situation, reflections, recommendations and future opportunities.
2) Presentation to sponsor team.
Graduate attributes:
Build a range of graduate attributes and skills, particularly:
o Entrepreneurial mindset: Research skills and problem solving; Recognition of opportunities - Identifying potential ways to make new and different kinds of value. Generating ideas for future work. Making connections between unrelated ideas. Visualising future possibilities.
o Leadership skills: Organisation - Ability to plan and complete a task or manage a project: identifying goals, prioritising, handling workload, implementing a strategy. Ability to manage time and deadlines and cope under pressure: learning reliability, self-motivation and dependability in delivering punctually, multi-tasking, tolerating stress, anticipating pinch points and organising appropriately.
o Valuing diversity: Interpersonal skills; Effective team contribution - Managing tasks cooperatively to achieve collective goals through open communication and mutual support and accountability
o Commercial and business awareness: Understanding market context, how organisations work, sector pressures, and client needs.
o Social responsibility: Environmental sustainability
Sponsor: Dr Kirsty Ross, School of Computer Science, Dr Kristen Treen, School of English, Dr Clare Fisher, School of English
Student eligibility: This project is open to all, but would be especially attractive to students from the USA, and students interested in American history.
Project description:
Wikipedia and her sister projects, such as Wikidata, Wikimedia Commons, and Wiki Voyage, are constantly evolving open knowledge projects. They are an incomplete record of all human knowledge and so contain many knowledge gaps. The School of English Monuments project aims to document all Civil War monuments throughout the United States of America and globally. However, this dataset is currently incomplete. This project will focus on plugging knowledge gaps and undertaking research to identify additional sources to enhance the dataset, including the use of historical archives. We anticipate that this project will be of particular interest to our American undergraduates who may be able to visit monuments near their home locations, in which case photography of local monuments and research in local libraries could be included.
Project outputs:
By the end of the project, all students will be trained Wiki editors. The students will have enhanced at least one Wikidata page per monument per week; they may do many more. Should they want to take their research one step further, students would have the opportunity to contribute material to the project website as well.
Graduate attributes:
Social responsibility: civic engagement and local and global good citizenship.
Valuing diversity: effective team contribution, interpersonal skills, and influencing and negotiation
Entrepreneurial mindset: creativity, confidence and adaptability, research skills and problem solving
Leadership skills: self-awareness and reflection, organisation, resilience, and leading others.
Global outlook: networking, digital literacy, written communication, and technical and specialist academic skills and disciplinary knowledge.
Sponsor: Dr Kirsty Ross, Computer Science, Dr Pauline Souleau, Modern Languages
Student eligibility: This project is open to all, but would be especially attractive to students from Medicine and students interested in editing Wikipedia. Knowledge of an additional language will be required - please indicate this on your application form.
Project description:
Wikipedia is a prominent source of medical and healthcare related information. The 1000 most read articles connected to WikiProject Medicine have received 133 million page views in February 2024 alone. However, this information is not evenly distributed across different language versions of Wikipedia. This project aims to address these knowledge gaps by translating lead paragraphs from English articles into a plethora of other languages, with a focus on topics connected to genetics and medical genetics. Training will be provided to all participants throughout the duration of the project.
The ability to read and write in other languages, in addition to English, is an important requirement for successful participation in this STEP project. Students with knowledge of genetics and medical genetics would be especially welcome. It is not necessary to have a medical background to take part, although it would be helpful, or to have experience in editing Wikipedia.
For more contextual information about the project, check out the WikiProjectMed Healthcare Translation Task Force webpage (https://mdwiki.org/wiki/WikiProjectMed:Translation_task_force).
Project outputs:
By the end of the project, all students will be trained Wikipedia editors. The students will have translated at least one lead paragraph per week; they may do many more.
Graduate attributes:
Social responsibility: civic engagement and global good citizenship.
Valuing diversity: effective team contribution, interpersonal skills, influencing and negotiation
Entrepreneurial mindset: creativity, confidence and adaptability, research skills and problem solving
Leadership skills: self-awareness and reflection, organisation, resilience, and leading others.
Global outlook: networking, digital literacy, written communication, and technical and specialist academic skills and disciplinary knowledge.
Sponsors: Lenia Kouneni, Art History and Neha Gopinath, Business school
Student eligibility: This project is open to all, but would be especially attractive to students interested in accessibility and inclusivity.
Project description:
This project aims to explore, capture, and elevate student perspectives on inclusivity at the University of St Andrews. Recognising that students are central to shaping an inclusive academic and social environment, the project will create a platform for diverse student voices to share their lived experiences, reflections, and ideas for change. Using creative qualitative methods the project will identify both barriers to and enablers of inclusivity across campus life. Insights gathered will inform recommendations for policy and practice, co-developed with students, to foster a more equitable and welcoming community. The project also seeks to amplify underrepresented voices, with a focus on intersectionality, and ensure that inclusivity efforts are student-informed, actionable, and sustainable. Outcomes will be shared through visual and digital media to inspire ongoing dialogue and institutional commitment.
Project outputs:
Report and posters.
Graduate attributes:
Independent qualitative research skills
Interviewing and communicating with key stakeholders
Analysing data and using evidence to develop shared resources that can be used across the University
Creativity and innovation: devising and creating a multimedia output that gives voice to student experiences of inclusivity, and that can be used across Schools and disciplines.
Sponsors: Joshua Crofts, Careers Centre
Student eligibility: This project is open to all, but would be especially attractive to students interested in contributing to long-term change at the University.
Project description:
The Careers Centre helps students improve their CVs and cover letters, develop their interview technique, practise psychometric tests, responsibly use generative AI, and more besides. To do this, we currently offer written information on our website, one-to-one appointments, and in-person and online workshops.
However, not as many students use these as we would like. Attendance at our workshops is particularly disappointing, but in general uptake of our services does not reflect the level of demand that we think must exist among students for the kind of guidance we offer.
This means we are keen to better market our existing offer to students and explore other services which we could offer them. We are open to innovative and creative ways of doing this, though these should be grounded in evidence and be achievable for a service of our size (fewer than 20 staff).
Project outputs:
A report outlining
- proposals for marketing our existing services more effectively and
- proposals for alternative services we could offer.
Sample materials could be provided to help illustrate or exemplify these proposals.
Graduate attributes:
Commercial and business awareness
Digital literacy
Written communication
Organisation
Creativity
Research skills and problem solving
Recognition of opportunities
Diversity awareness
Effective team contribution
Sponsor: Heather Curtis and Tilly Nevin, Student Developers at IELLI
Student eligibility: This project is open to all, although it may particularly interest those hoping to pursue careers in Education, as well as students in Social Sciences.
Project description:
When a student faces academic progress challenges over the course of their degree, such as needing to re-sit examinations, what support can they access at the University? What could the university offer to students that we do not currently to empower them to confront these challenges? These are the two main questions you will be answering for this project. Liaising with different stakeholders within the university, from Associate Deans to Student Services, you will conduct research that also involves horizon-scanning to assess support offered to students facing academic setbacks at other institutions.
This research will be the foundation for the group to ideate and develop a proposal for student-focused solutions to support this group of students. You will also design a marketing strategy to demonstrate how the support mechanisms would be promoted, with the potential for graphic design work and multimedia outputs.
You will be working on a project that has real-world consequences and will have a lasting impact on student experience.
Project outputs:
The team will produce a detailed, evidence-based report through engagement with a range of stakeholders. This includes internal units at the University of St Andrews, such as IELLI and Student Services, as well as individual Schools. Students will also be encouraged to research and evaluate solutions offered by other HE institutions. The group will design and conduct the research, which will be presented in a written report.
In addition, the group will be expected to develop a written proposal for one or more student-focused solutions which could be offered to individuals experiencing academic progress challenges. This should include by a clear marketing strategy to capture how the support would be positioned and advertised, appreciating that it is being targeted at students who may feel they have ‘failed’. Students will be encouraged to create an accompanying creative output (eg poster, video, logo) to enhance their proposal.
Graduate attributes:
Students will develop the following attributes: Creativity (generating original solutions to problems, innovating and designing new approaches), Research Skills and Problem Solving (identifying key issues, finding ways to work through challenges), oral and written communication (creating a report, presenting their solutions). They will also develop their organisational and leadership skills.
Sponsors: Frances Andrews (History) Julian Luxford (Art History) Eilidh Lawrence (Museums) Gearóid Mac a' Ghobhainn (Collections Curator)
Student eligibility: Open to all, and especially for students of History.
Project description:
University Collections have recently acquired a significant collection of late medieval seal matrices, which are a critical resource in understanding identity, religious belief, socio-economic implications, and craftsmanship in the medieval period. The matrices are ideal tools for teaching both at undergraduate and postgraduate level and a small sample of the collection was used in 2024-25 in classes for ME5208 and in the Palaeography and Codicology modules offered for the MLitts in Medieval History and Medieval Studies. The matrices have all been photographed and have preparatory descriptions, but to enable full use of the collection for both undergraduate and postgraduate teaching, they need to be catalogued, reconciling existing information about them, to make them accessible to staff, researchers, students and other interested people through the University Collections website. The project group will work on the catalogue, research collections in the UK to draw connections, and help make accessible the collection through digital content such as blog posts. The project is a great opportunity for participants to develop skills widely needed in museum work, familiarise themselves with part of the University collections and engage in research that enhances their value.
Project outputs:
Spreadsheet Catalogue of Matrices; Report on connections to collections in UK; Blog posts
Graduate attributes:
Participating students will develop techniques for effective team-work and interpersonal skills. They will use their creativity to develop innovative approaches for synthesising information. Students will enhance their research and problem-solving skills, digital literacy skills in working alongside the Museums database, and written communication skills for digital content. They will also learn to communicate complex information and technical concepts effectively, concisely, cogently and accurately.
Sponsors: Fiona Ross, Eden Campus
Student eligibility: This project is open to all, but would be especially attractive to students interested in local history.
Project description:
Guardbridge Papermill, with a focus on the 19th and 20th centuries. Rooted in community engagement, it aims to reconnect the University with its local context by collecting and sharing the lived experiences of those connected to the mill. Alongside celebrating the site’s legacy, the project will reflect on its closure in the early 2000s and the lasting economic and social impact on the surrounding area.
The team will carry out archival research and conduct oral history interviews with local residents, particularly former employees of the papermill and Curtis Fine Papers. These findings will contribute to a dynamic and accessible timeline of the site’s development, enriched with personal narratives and historical insight. This research will form the foundation for a range of knowledge exchange outputs, including written and visual materials for the Eden Campus website, content for display boards, and contributions to a short video. Team members will play a key role in preparing the groundwork and shaping these public-facing materials as part of a collaborative effort.
Project outputs:
The team will play a key role in laying the groundwork for a series of public-facing outputs that explore and share the history of the Guardbridge Papermill. This will include supporting the development of a written and visual narrative history of the site, contributing to a curated timeline that traces its evolution and significance, and assisting in the collection of oral history interviews with former workers and local residents.
They will help shape materials for the Eden Campus website – both written and visual – and contribute draft content for a short public video in collaboration with the University’s Digital Communications team. They will also support the creation of initial content for exhibition or display boards, intended for use at Eden Campus or in community settings.
Graduate attributes:
Students involved will gain experience in independent research, including archival work and oral histories. They’ll develop communication skills, contribute to digital and visual storytelling, and support the planning of a live project. The role also fosters awareness of ethical and cultural issues in working with community memory and lived experience.
Sponsors: Dr Dharini Balasubramaniam, School of Computer Science
Student eligibility: This project is open to all, but would be especially attractive to students from Computer Science, and those interested in increasing accessibility.
Project description:
There is an ongoing research project on Digital Inclusion in Later Life (DILL) in the School of Computer Science (https://sachi.cs.st-andrews.ac.uk/research/digital-humanities/digital-inclusion-in-later-life/). As part of the research, this STEP project aims to create a publicly accessible collection of digital literacy resources that are currently available online.
In the context of the rapid digitalisation of public and private services, governments, non-governmental organisations and tech companies have created a diverse range of digital literacy resources to help the general public become more familiar and confident with digital technologies and services. However, these resources are scattered around the web and often there is no associated information on which aspects of digital literacy the resources pertain to, or the context of intended use (such as particular devices or demographics).
Students working on this project will create a framework for organising digital literacy resources, identify publicly available online resources and create a searchable and accessible web-based collection that can be added to the public-facing DILL project webpage.
Project outputs:
A classification framework for digital literacy resources
A curated list of online digital literacy resources
A webpage for publishing the list (to be linked from the existing project page)
Graduate attributes:
Socially responsible – integrity, civic engagement
Valuing diversity – diversity awareness, effective team contribution, interpersonal skills
Entrepreneurial mindset – creativity, research skills and problem solving
Leadership skills – self-awareness and reflection, organisation
Global outlook – digital literacy, written communication, discipline-specific skills including web authorship
Sponsors: Professor Clarissa Czekster, School of Biology, Dr Kirsty Ross, School of Computer Science
Student eligibility: This project is open to all, but would be especially attractive to students studying medicine. The sponsor would especially love students who can speak an additional language to join this team - if you speak another language, please indicate this on your application.
Project description:
“Antibiotics Under Our Feet (AUOF)” co-produced relevant and accessible scientific outputs with the help of our local community. “Microbes On The Move” builds on that legacy to co-produce relevant and accessible scientific outputs with the help of our local community. We combined talents and expertise of older adults, undergraduate students, research and public engagement staff in St Andrews to identify gut microbes from research participants and determine the extent of antimicrobial resistance in the human microbiome.
Project outputs:
We want to carry on making important concepts in antimicrobial resistance, developing new antibiotics, and how current antibiotics work widely accessible to the public via Wikipedia articles. “Simple Wikipedia” is also accessed by non-English speakers, and we would like to expand some entries to other languages, depending on the background of the team.
Besides additional languages, we will carry on explaining important concepts in antibiotics and their discovery and development, and this year will add entries on "natural products" and where antibiotics come from.
Graduate attributes:
Social responsibility: civic engagement and local and global good citizenship.
Valuing diversity: effective team contribution, interpersonal skills, and influencing and negotiation
Entrepreneurial mindset: creativity, confidence and adaptability, research skills and problem solving
Leadership skills: self-awareness and reflection, organisation, resilience, and leading others.
Global outlook: networking, digital literacy, written communication, and technical and specialist academic skills and disciplinary knowledge.
Sponsors: Sonja Heinrich, School of Biology
Student eligibility: Open to all students, but would be especially attractive to students of Biology.
Project description:
Climate change and biodiversity loss are in the news on an almost daily basis. The Arctic is one of the fastest changing places on the planet. Yet for most of us the Arctic feels far away with research requiring costly scientific expeditions. Could we harness the powers of citizen science to raise awareness and enhance public engagement while also collecting useful biodiversity data on the cheap? An Arctic Bioblitz might help us achieve those ambitious aims. The idea is simple: visitors and residents of the high Arctic record all animal and plant species they find in their local patch on a particular day of the year. This requires a standardised sampling approach, and the means to identify species, report the observations to a central database, analyse the observations and share the findings with those involved in the bioblitz and beyond.
Your task will be to help design, plan and prepare the resources and workflow so that an Arctic Bioblitz could be implemented across the European High Arctic in summer 2026. What you need is a desire to engage with project planning, digital data recording and use of citizen science apps as well as report writing and science communication.
Project outputs:
A portfolio consisting of short reports and/or digital media including a summary of the current status of biodiversity of plants and animals in the European High Arctic (marine and terrestrial), graphical summary of existing biodiversity data that can be gleaned from existing citizen science data, a sampling protocol for recording and identifying the relevant species in the field, a resource compilation to aid with species identification (digital tools and print media) and a project pitch (graphic design pamphlet, short video) to potential stakeholders/ participants. The exact output type can be adjusted to fit with the skills, interests and discipline representation among the STEP team members.
Graduate attributes:
Students will develop the following graduate attributes: awareness of environmental sustainability; global good citizenship; civic engagement, diversity awareness; effective team contribution; creativity; confidence and adaptability; research skills and problem-solving; organisation; oral, written, and digital communication.
Sponsors: Dr Danica Pinto, School of Chemistry
Student eligibility: Open to students from any STEM discipline. Ideal for anyone interested in science communication, education or academic outreach.
Project description:
Are you passionate about science communication, widening participation or making STEM more accessible and inclusive? Join this STEP project that is focused on enhancing undergraduate and postgraduate involvement in STEM outreach and public engagement.
Over the core weeks of this project, you will explore how the University currently supports STEM engagement activities and identify opportunities to broaden and improve participation. You will work as part of a collaborative group to research best practices, gather insights from students and staff, and co-design creative resources or actionable strategies to encourage more meaningful participation in STEM-related outreach.
In this project, you will create resources such as workshop templates, digital content and outreach toolkits. You will gain valuable experience in project planning, research, teamwork and communication.
Project outputs:
The STEP team will produce a strategy report, outreach toolkits and a summary presentation.
Graduate attributes:
Effective team contribution, research and problem-solving skills, global outlook, communication skills, entrepreneurial mindset, leadership skills
Sponsors: Stefania Lisai (School of Mathematics and Statistics), Uri Horesh (School of Modern Languages), Antonis Vradis (School of Geography and Sustainable Development)
Student eligibility: Open to all, but may be especially of appealing to students of music or history.
Project description:
Music and liberation struggles have always gone hand in hand, whether as a way to preserve the culture of the oppressed, as a way to find strength and comfort, or as active defiance against the oppressors. In this project, we would like to compile an (inevitably non-comprehensive) list of songs that became anthems of resistance in their home countries (and sometimes worldwide), while also providing some historical context to the songs and the resistance movement. While there are some songs that might be known to many, we would also like to give space to songs and struggles for liberation that are less known.
For this project, we would like you to create a website or a podcast that showcases songs of resistance from different countries, proving both a translation of the song (if not in English) and historical context for the liberation struggle in which it emerged. This project will take you around the world and will be a great opportunity to look at some world history that you might know from before or that is completely new for you.
Project outputs:
Depending on the students’ skills and preferences, the idea is to create a resource for people to learn about resistance struggles through the form of music. Given the nature of the project, a website/blog and/or a podcast would be excellent outputs from this project.
Graduate attributes:
The students will work on the attribute “Socially responsible”, “Valuing diversity”, “Self-awareness and reflection”, as well as “Organisation skills”, “Creativity”, “Problem Solving”, “Critical Thinking”, and “Analysis”. Developing the website will require “Digital literacy”, whereas historical research will develop “Technical and specialist academic skills and disciplinary knowledge”. “Written communication” and “Oral communication” will also be developed.
Sponsors: Xi Xi, Department of Management, Business School
Student eligibility: This project is open to all, but would be especially attractive to students from the Business School or interested in management.
Project description:
What is management in today’s world? And what should a management degree look like? As we transition from the School of Management to a Business School, this project invites you to explore how students across the University, including those from other programmes, make sense of ‘management’.
Working as an interdisciplinary team, you will explore key questions:
•What does a management degree mean to students?
•What practical skills should a management degree develop?
•How should these skills be taught: in lectures, in groups, through real-life projects, or something else? And why?
You will design and carry out peer research, focusing on undergraduate students who have studied management modules, whether as part of their core programme or as an optional choice. Through this process, you will build skills in research, communication, teamwork and creative thinking. Your final outputs may include evidence-based recommendations, a short report, and a creative resource to inform future curriculum design, teaching approaches and student experience in the Business School.
This is a chance to connect with students from across the University, make your voice heard, and influence how management is taught in the future.
Project outputs:
Report: a report that captures the key findings of the project
Presentation to the Department of Management Teaching Committee, sharing the findings and recommendations.
Graduate attributes:
In this project, students will be able to develop a variety of graduate attributes, especially in the areas of Entrepreneurial mindset (e.g. research skills and problem solving), Global outlook (e.g. networking, commercial and business awareness) and Valuing Diversity (e.g. effective team contribution, interpersonal skills, influencing and negotiation).
