Case studies from small, specialist, independent and college-based HE institutions highlight good practice in: Securing Student Outcomes, Designing Education for the Future, Protecting Inclusion in Times of Change and Leading and Governing Transformation
Today, we publish 19 case studies from member organisations that were awarded funding through our ‘Member Benefits’ Innovative Practice Grants scheme.
The funding supports the development of the case studies that highlight and share good practice in ‘small, specialist, independent and college-based’ HE institutions. This year’s themes were: Securing Student Outcomes; Designing Education for the Future; Protecting Inclusion in Times of Change; and Leading and Governing Transformation.
The Innovative Practice Grants 2025 case studies and grant awardees are:
Securing Student Outcomes
- NMITE’s BOOST Initiative – tackling the cost of living and enhancing student wellbeing–Frankie Devereux, NMIT
- ‘HEART’ – The Hartpury Engagement, Achievement, Retention and Transition ProjectDr Matthew Cole, Jeni Thomas, Dr Linda Greening, Dr Kate Wilkinson, Hartpury University
- From struggle to success: the power of personalised and inclusive feedback,Qusai Al-Waked, Bridgwater and Taunton College, University Centre
- Kindness in transition: supporting international students in liminal spaces through social and emotional learning–Victoria Wilson Crane, Kaplan International Pathways
- SEL coaching for academic impact,– Laura Massey, Newcastle College
- Integrating dance science to secure learning-centred outcomes at London Contemporary Dance School,Stephanie De’ath, London Contemporary Dance School
Designing Education for the Future
- Designing Education for the Future: the SEEDABLE Curriculum at SRUCDr Pauline Hanesworth, Head of Learning and Teaching, SRUC
- Designing education for the future,Paula Werrett, The Institute for Optimum Nutrition
- Immersive technology and higher education: the Askham Bryan experience–Thomas Welsh, Askham Bryan College
- Bridging the gap: preparing laboratory science apprentices for data-driven workplacesLauren Adams, Northeastern University London
- From commitment to curriculum: bridging the UN SDG rhetoric–reality gap in management education–Syed Yaqzan and Toby Whittington, BPP
- Time for change: adapting the art and design curriculum towards industry-relevant assessment methods–Elaine Robertson, Newcastle College University Centre
Protecting Inclusion in Times of Change
- EmpowerMe CPD Initiative at Elizabeth School of London–Elena Carruba, Elizabeth School of London
- Protecting inclusion in times of change: supporting a student with multiple comorbidities–.Dr Morris Anglin, Regent College London
- Integrating digital technology to improve horse riding–Jennifer Fitzpatrick, Equine Lecturer, SRUC
- Performers College inclusive creative futures strategy–Dr Nora J Williams, Mel Thornton, Laura Keeling, BIMM University
- Meeting the needs of an increasingly diverse student community: supporting prayer and contemplation across a multi-campus university– Dr Sarah Mohammad-Qureshi, Nathan Shaw, The University of Law
- Connecting through practice – identity, representation and belonging within higher education dance conservatoire training– Phaedra Pestilas, Rambert School of Ballet and Contemporary Dance
Leading and Governing Transformation
- Governing and leading change – impact of the Academic Director role across six UK campuses,–Graeme Hathaway, Dr Sree Beg, Dr Saikou Sanyang, Dr Mike McNeilis, Zulakha Desai, Jacqueline Foley, Arden University
Karen Taylor, Head of Membership and Development, said, “We are delighted to share these case studies. The good practice that they highlight will be of interest to many others in the sector and to our members around the world. Many organisations face similar types of challenges and the evidence offered in these studies can be explored and adapted for use in a variety of contexts. We’re grateful to all the authors and contributors to this work.”
