The civic blog: our story so far
Launching our civic blog with a brief look at what we have been working towards over the last 12 months.
A year of the civic university
This week marks the first anniversary of the launch of Sheffield Hallam's Civic University Agreement.
The pandemic one year on
The Covid-19 pandemic has affected the whole of society over the last year in many ways. One demographic hit especially hard has been university students – a million-strong community across the country.
No Bounds is a whirlwind exploration of our past and potential futures
By Amy Carter-Gordon, Innovation Manager of Sheffield Creative Industries Institute at Sheffield Hallam University
Open to all? Using our physical and digital spaces to better engage local communities
Deputy Vice Chancellor, Richard Calvert, explores what role universities’ physical spaces should play in civic engagement and how digital technologies can support this.
Nursing students deliver community health projects
Here, we describe three community projects that our nursing students have delivered over the last 12 months, helping to support local people lead healthier lives, whilst building their skills for their future careers in nursing.
My first impressions of Sheffield can be summed up in one word: optimism
It’s a great time to start a new job in Sheffield. I write at the start of my second month as Vice-Chancellor of Sheffield Hallam University.
Covid and community - charities and voluntary groups have 'shown up' and 'stuck around'
What the pandemic has taught us about community – how small local charities and voluntary organisations have ‘shown up’ and ‘stuck around’
How degree apprenticeships are already helping us to level up our region
Transforming the UK by ‘spreading opportunity and prosperity to all parts of it’ was the central commitment of the government’s long awaited white paper on levelling up, which was finally published last week.
All ages, all stages – defending apprenticeships which work for Yorkshire
Degree-level apprenticeships work across many different disciplines because they are employer-led; aimed towards people at all ages and at all stages of life, based on skills gaps and demand. The principle that this kind of education should be widely available needs to be robustly defended, and the benefits that these programmes bring to Yorkshire’s economy and public services should be plainly set out.