Changing The World University of Leeds

Chemical pollution knows no borders: Global problems need global solutionsDr Laura Carter’s research has found hazardous traces of chemicals in plants, soil and water from Yorkshire to remote rivers in Nepal. Now she’s creating an international network of academics, industry and regulators to pool knowledge and draw up frameworks so we can better manage such pollution crises across the world.

Reimagining impact: Creating an entrepreneurial education that makes a differenceThe desire to make a difference sits at the very heart of the University of Leeds’s new ten-year strategy. Its ambition is to train the next generation of global citizens and leaders – educating the problem solvers, innovators, collaborators and critical thinkers who can tackle the big issues. Richard Tunstall explains how connecting students to real-world experiences opens up their confidence as active problem solvers, and provides communities with a creative resource.

Becoming an ‘Irregular’ Art School: Collaborating with learning disabled artists to innovate inclusive arts development and education
A new project at the University of Leeds is seeking to boost the recognition and celebration of learning disabled artists. Working closely with Leeds-based disability art studio Pyramid, it’s investigating ways to better support their professional artistic development. Lead researcher Jade French outlines the innovative and experimental ways the project brings together the worlds of arts practice and social care support.

Digital transformation begins with people. How do we become digitally literate?
Digital transformation is at the heart of the University of Leeds’ vision for the next ten years. This transformation will enhance students’ learning and enrich research activity, as well as improve the University’s own institutional operations. Leeds’ ambition is to use digital technologies and approaches to fulfil its desire to be a university that makes a difference.
However, digital transformation begins not with technology but with people, Leah Henrickson argues. She explains what makes us ‘digitally literate’ and how digital literacy helps us get the most from the digital in our lives.

Why do we need a compassionate campus? And how do we get there?
For students and staff to thrive at university and beyond, we need a campus culture where everyone feels they belong. This is about how we teach as much as what we teach. Bridgette Bewick explores how her conversations with students and staff are helping the University of Leeds become a compassionate campus.
A university experience based on compassion and collaboration will give today’s students a fighting chance of solving tomorrow’s challenges, she argues – and help us all move to a more inclusive, diverse and equitable future.

Not ‘hard to reach’ but ‘hardly reached’ Empowering communities by engaging them in research
When Jasjit Singh was researching media portrayals of British Sikhs, he wanted to make sure his research was a true representation of the people whose lives he was talking about. Working with the community then gave him the authority to take the findings forward to influence national and international policy.
Here, he reflects on how universities can raise the profile of ‘hardly reached’ communities.
By explaining how research works and embedding open dialogue in their projects, academics can make sure their work is relevant – and that it will make a real difference to society.