{"id":65,"date":"2024-07-23T16:20:59","date_gmt":"2024-07-23T15:20:59","guid":{"rendered":"https:\/\/blog.westminster.ac.uk\/studentpartnership\/?page_id=65"},"modified":"2025-11-26T18:32:59","modified_gmt":"2025-11-26T18:32:59","slug":"students-as-co-creators-past-projects","status":"publish","type":"page","link":"https:\/\/blog.westminster.ac.uk\/studentpartnership\/students-as-co-creators-past-projects\/","title":{"rendered":"Students as Co-Creators Past Projects"},"content":{"rendered":"\t\t
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Co-creating a Panel Discussion,<\/strong>
\u201cVision 2025: Insights <\/strong>
from Business Giants\u201d with students.<\/strong><\/p>\n

The project aimed to enrich postgraduate student experience by fostering community and bridging academia with industry. Central objectives included creating a supportive platform for students\u2014especially those new to the UK\u2014to connect with peers and professionals, reducing isolation and enhancing belonging. A second goal was to provide direct engagement with industry leaders and alumni through events featuring diverse speakers, offering insights into career paths and real-world challenges. Finally, the initiative sought to empower students through co-creation of the \u201cVision 2025\u201d event, developing practical skills in event management, networking, and content creation, thereby promoting experiential learning and professional confidence.<\/p>\n

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Co-creating a \u201cMini-Hackathon\u201d with students<\/strong><\/p>\n

The Mini-Hackathon aimed to deliver an impactful, practical learning experience by bridging academic theory with real-world business challenges. Students engaged in solving a live case study, fostering applied understanding and innovative thinking. Another objective was to develop essential professional skills like teamwork, strategic problem-solving, communication, and resilience (through time-bound collaboration and pitching). Finally, the event sought to empower students via experiential learning and industry engagement, co-created with postgraduate peers and guided by expert mentorship. This approach provided networking opportunities, showcased student innovation, and enhanced confidence, preparing participants for dynamic careers while promoting sustainability and equity in professional practice.<\/p>\n

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Ofcom Compliance Toolkit<\/strong><\/p>\n

Through the project, our primary aim was to create a compliance toolkit to support the development of a digital broadcasting platform in line with Ofcom regulations. The intention was to embed this legal and regulatory knowledge into the development process, raising awareness and to create a course which became accessible across the University through CETI. However, as the project progressed, goals evolved – what began as a toolkit developed into a more comprehensive co-creation approach to all our work. This shift came about as a direct response to how our teamwork evolved and (for the compliance course) through the response to the in-person training that we undertook. It was only during our own compliance training that we fully recognised the volume of material needed to be covered and the importance of its being understood and retained as knowledge for those working in the radio station. In parallel, as part of the broader Westminster Waves project, valuable side projects emerged. These included the production of a video to support a successful \u00a3130,000 QHT funding bid and contributing to a podcasting course delivered to participants from Migrant Voice as part of a wider outreach and knowledge exchange initiative.<\/p>\n

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XHSxGMB: Social Media for supporting the <\/strong>
Transnational Student Experience<\/strong><\/p>\n

This project examined how a social media platform can foster transnational student community-building at course level, supporting the transition from China to the UK. Using Participatory Action Research, we developed a student-led Xiaohongshu channel for the MA Global Media Business programme, aligning with existing media practices. Findings show the platform is a key resource for Chinese students across their journey\u2014enhancing institutional familiarity, reducing pre-arrival anxieties, and aiding post-arrival navigation. Gaps emerged in content on student union activities and wellbeing, alongside risks from unofficial sources. The initiative underscores the value of course-level engagement and proposes a sustainable, student-managed model for long-term community continuity.<\/p>\n

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Strategy review for Moonhub<\/strong><\/p>\n

This project revolved around conducting a strategic review of\u00a0Moonhub, a virtual reality training company with strong potential for growth in the education and healthcare sectors and future opportunities for international expansion. The analysis was based on eight Strategic Perspectives which consider both internal resources and external market conditions as well as leadership and corporate responsibility.\u00a0Moonhub\u2019s\u00a0patented technology, support from leading investors and commitment to social value give it a solid platform for growth. Strengthening internal capacity,\u00a0particularly in areas such as human resources and marketing,\u00a0could support long-term expansion.\u00a0Using the SAF framework the proposed strategy has been assessed as suitable, acceptable and\u00a0feasible\u00a0offering a practical and balanced pathway for growth and responsible innovation.\u00a0<\/p>\n

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CICC School: Imagining Otherwise – decolonial study <\/strong>
group for young, emerging<\/strong>
researchers<\/strong><\/p>\n

Through this project a study group developed ways to create decolonial knowledge about climate activism by convening a 2-hour session aimed at encouraging emergent and doctoral researchers to learn from each other as a collaborative exchange. The aims of the study group were to A)Explore the role that participatory artmaking may have in exploring questions of climate justice, land reparations, resource extraction, ecocide, colonial\/anti-colonial ecologies and alternative readings of landscapes. B)Develop new insights, perspectives and potentials for action that might arise in relation to conversations of intergenerational climate justice. C)Explore ways an experimental workshop could generate new insights and knowledge for emerging researchers involved in colonialism, climate crimes and activism. D)Attract upcoming generations of researchers to contribute to further knowledge on the relationship between historical narratives and speculative poetic expressions.<\/p>\n

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Student perceptions of UDL effectiveness in enhancing learning<\/span> and<\/span> engagement <\/span>at WBS<\/span><\/span>\u00a0<\/span><\/strong><\/p>\n

This research investigates how Universal Design for Learning (UDL) principles enhance student engagement and learning. The project aims to evaluate students\u2019 preferences for learning materials, assessment methods, and engagement strategies using a mixed-methods approach (71 survey responses and 11 interviews). Findings show students favour interactive digital tools like videos (22%) and quizzes (17%), prefer on-campus learning (45%) with blended options, and lean toward individual written assignments (30%) while valuing presentations and posters. Motivation is driven by lecturer support (63.9%) and clear assessment criteria (70.8%). Recommendations include blended learning, diverse assessments, and stronger lecturer-student interaction.<\/p>\n

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Peer Mentoring Toolkit<\/span><\/span>\u00a0<\/span><\/strong><\/p>\n

The project aimed to create a peer mentoring toolkit for second- and final-year students in the School of Humanities to support incoming learners. To achieve this, the team collaborated with Advance HE, which delivered a tailored online workshop covering principles of peer learning and toolkit development. Following the session, students and staff worked together via Teams and Blackboard to finalize resources. The anticipated impact includes improved confidence, belonging, engagement, and academic success for mentees, while mentors gain coaching skills and personal fulfilment. The partnership highlighted strong student commitment and the value of external guidance in shaping inclusive mentoring.<\/p>\n

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Generative AI for Learning: Developing a Practical <\/strong>
Guide for Foundation Students<\/strong><\/p>\n

This project was a collaborative effort between current and previous foundation students who had attended the core CETI foundation modules and staff from the CETI. Together, we designed a practical guide to help other early years students understand how to use generative AI (GenAI) tools effectively and ethically in their studies. We used a range of online tools like Padlet, shared documents, and virtual meetings to brainstorm, plan, and draft the guide. Throughout the process, students were actively involved in reviewing literature, led the focus group discussion, and were involved in decision-making, with staff offering support and structure.<\/p>\n

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Entrepreneurial Mindset in Context: The Interplay of Culture, Identity, and Economic Environment among Aspiring Entrepreneurs<\/span><\/span>\u00a0<\/span><\/strong><\/p>\n

The study explores how cultural norms and economic conditions jointly shape entrepreneurial mindset, self-efficacy, and identity among university students. Recognising gaps in existing research, it investigates the interplay between cultural values, family expectations, and structural economic factors influencing risk-taking and opportunity recognition. Using participatory methods, the project aims to provide actionable recommendations for educators and policymakers to foster inclusive, contextually relevant entrepreneurship support systems.<\/p>\n

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Co-designing a<\/span>n<\/span> HR <\/span>symposium with students<\/span><\/strong><\/p>\n

This project aimed to enhance postgraduate students\u2019 sense of community within the Human Resource Management programme by co-designing an HR symposium with student partners. Initiated in response to feedback highlighting isolation among January starters and low interaction across cohorts, the event integrated authentic assessment and networking opportunities with UK HR professionals. Collaborative planning between staff and students involved meetings, shared responsibilities, and event management. Feedback indicated high engagement and appreciation for interactive sessions and cultural insights in HR practices. The initiative demonstrated improved community scores and academic performance, reinforcing the value of student partnership in curriculum design and employability development.<\/p>\n

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Exploring the Impact of AI on <\/span>Marketing<\/span> Analytics: Enhancing Data Efficiency, <\/span>Personalisation<\/span>, and <\/span>Decision Making<\/span><\/span>\u00a0<\/span><\/strong><\/p>\n

The study aims to explore how AI transforms consumer analytics by improving data processing, personalisation, engagement, and decision-making, while identifying associated challenges and opportunities. Using a systematic literature review guided by the PRISMA framework, secondary data was retrieved from Scopus with a tailored search string. From 6,372 initial records, 248 relevant articles were analysed using bibliometric tools (R-Studio and VOSViewer). Results revealed four thematic clusters: AI-powered personalisation with trust, AI-optimised consumer engagement, predictive marketing intelligence, and AI-driven decision-making. These findings highlight AI\u2019s potential for enhanced marketing strategies, alongside ethical and data quality concerns requiring further research.<\/p>\n

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Bridging the Gap: Identifying the Needs of First-Generation Students and creating potential support strategies via student partnership<\/strong><\/p>\n

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Investigating carvacrol as a novel inhibitor of neutrophil-mediated inflammation in sepsis<\/strong><\/p>\n

Systemic inflammatory conditions such as sepsis claim the lives of millions of patients each year. During sepsis, bacterial products such as LPS induce excessive chemotaxis of the immune cells, neutrophils towards patients\u2019 organs, causing organ failure. Thus, compounds which can reduce the excessive bacterial-induced chemotaxis of neutrophils under systemic inflammatory conditions may have therapeutic benefit in preventing organ failure in sepsis. In this project we used negative magnetic neutrophil isolation, live-cell microscopy and chemotaxis assays to investigate if the compound carvacrol could inhibit neutrophil chemotaxis induced by a bacterial product central to sepsis, LPS.<\/p>\n

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Bridging the gap: exploring dimensions and dynamics of ethical consumer literacy in responding to SDG 12<\/span><\/span><\/strong><\/p>\n

This study explores ethical consumer literacy (ECL) as a critical enabler of SDG 12: Responsible Consumption and Production. While global awareness of sustainable consumption has grown, barriers such as price, convenience, and greenwashing perpetuate a value\u2013action gap. Existing research rarely examines how ECL develops among younger generations, despite Gen Z\u2019s reputation for sustainability consciousness. Through a participatory, co-creative approach, this second-phase project investigates how Gen Z understands and engages with ECL, identifying key enablers and constraints. Findings aim to advance knowledge on ethical literacy and inform strategies for fostering sustainable consumer practices among future market influencers.<\/p>\n

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Building Communities of Belonging through the Foundation Mentoring Scheme<\/span><\/span>\u00a0<\/span><\/strong><\/p>\n

This project explored participation in the Foundation Mentoring Scheme (FMS), identifying barriers and strategies to enhance inclusivity. Using a mixed-method approach\u2014two focus groups (n=9) and a survey (n=27)\u2014we examined students\u2019 experiences, perceptions, and sense of belonging. Findings show the FMS aligns with academic and personal goals, fosters reciprocity, and supports community building. However, engagement is hindered by limited promotion, timing, and societal factors. Recommendations include university-wide promotion, social activities, diverse mentoring formats, and co-created student-led approaches. Despite a small sample, the FMS demonstrates strong potential to improve transition, wellbeing, and inclusivity, strengthening community connections across the university.<\/p>\n

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2023 – 2024<\/h6>\n

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Non-traditional Students’ Transitions- Passports to Success<\/strong><\/p>\n

This project aimed to identify challenges faced by non-traditional students entering their first year at the University of Westminster and explore how a “student passport” approach could help ease their transition. The project involved two staff members, three student co-creators, and nine first-year students in focus groups to gather insights and develop potential solutions.<\/p>\n

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Decolonising the Psychology Curriculum<\/em><\/strong><\/p>\n

To foster a more inclusive curriculum, the Psychology Diversifying and Decolonising Working Group surveyed staff, discovering enthusiasm for a diverse curriculum but uncertainty on how to implement it. The project aimed to create a “Global Psychology Resources Page” on Blackboard and collect student “Lived Experience” stories to encourage decolonization efforts. Divided into two parts, the project assessed the usefulness of a resource database for students and staff while gathering stories to highlight the curriculum’s impact and motivate curriculum reform.<\/p>\n

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Decolonising Emerging Landscapes and Urban Ecologies<\/em><\/strong><\/p>\n

This project was inspired by classroom discussions during the “Emerging Landscapes and Urban Ecologies” module, where the need to adapt to the diverse backgrounds and career goals of MA students became apparent. The project’s objectives included critically evaluating the curriculum to identify gaps, co-creating new materials and reading lists, developing inclusive teaching methods, and establishing a survey for ongoing student feedback. A report and poster would disseminate findings, with updated materials planned for the 2024-25 module.<\/p>\n

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Offender Profiling: Co Creating Case study<\/strong><\/p>\n

the team was tasked with different aspects of creating the case, gathering literature on the topic of serial killers of prostitutes and solution of the case. Everyone involved developed skills such as teaching, problem solving, critical thinking, and teamwork.<\/p>\n

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From Campus to Corporation: Employment Outcomes for Westminster’s International Marketing Alumni<\/strong>\u00a0<\/p>\n

This study investigates the transition from university to the workforce for Westminster University\u2019s international marketing alumni, focusing on how their education has shaped their career paths and ongoing professional development.<\/p>\n

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Social Value of inclusive innovation and stakeholder engagement in built environment projects<\/strong><\/p>\n

This project examines the \u2018social value\u2019 of inclusive innovation and stakeholder engagement in delivering sustainable built environment projects (addressing UN Sustainable Development Goals 9, 10, 11 and 13).\u00a0
The project seeks to provide Construction Studies students with a unique opportunity to develop their employability, problem-solving skills and gain professional experience in the areas of stakeholder engagement, inclusive innovation, and user-centric design by creating a novel learning laboratory.\u00a0<\/p>\n

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Education for Sustainable Development:
Games for Climate Literacy<\/strong><\/p>\n

This project is in response to the University\u2019s Education for Sustainable Development drive that calls for all courses to embed and champion inclusion and sustainability as vehicles for cultural change through understanding of the SDG\u2019s in particular Target 4.7 It is also responsive to the particular role Architecture + Cities has to play in SDG 11: Sustainable Cities and Communities and SDG 13: Climate Action.<\/p>\n

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A Sustainably Developed Introduction to Academic Practice<\/strong><\/p>\n

The aim of the project was to review and enhance the integration of sustainable development within the module Introduction to Academic Practice (IAP). A further aim of the project is to address the drop in attendance and engagement we observe after about week 3-4. We want to explore, through partnership, how to engage students further, which activities and materials they have enjoyed and how we can co-create the module for Life Sciences and feed into the other disciplines\u2019 too.\u00a0<\/p>\n

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Co-designing an HR symposium with students<\/strong><\/p>\n

This research aims to create and co-design an HR symposium in collaboration with our student participants, addressing the identified issues of isolation and international students\u2019 lack of familiarity with UK practitioners among new starters in January 2024. It is the hope that our students feel more confident to work on their assessment for the HRM module, feel more connected and build relationships with their student counterparts, academics, and HR professionals, and contribute to developing their HRM skills. Moreover, this research is an evaluation of the inclusion of students in the pedagogical process at the university.<\/p>\n

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Introduction to Academic Practice: Sustainable Development in Partnership<\/strong>\u00a0<\/p>\n

To actively embed SD in the core Foundation module Introduction to Academic Practice (IAP) we reflect on, evaluate and re-imagine, in partnership, the best practices to embed SD to supports the needs, recommendations and urgency of our students and the goals of the university.<\/p>\n

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View Project Poster<\/a>Download<\/a><\/div>\n

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Artesunate as a therapy for systemic inflammatory conditions: preventing
neutrophil migration, cytokine, chemokine and NET release in response to
Complement Protein 5 (C5a)<\/strong><\/p>\n

This project aimed to evaluate the effect that artesunate has on human neutrophil chemotaxis cytokine, chemokine and NET release when exposed to the pro-inflammatory complement protein C5a.\u00a0<\/p>\n

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Pepper’s Ghost<\/strong><\/p>\n

The research delves into various media and display methods to assess the limitations and requirements of modernizing this illusion technique. Through the use of advanced digital fabrication methods such as laser cutting, 3D printing, and CNC machining, precise components necessary for the implementation and testing of modernized applications were developed.\u00a0<\/p>\n

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ARTIFICIAL INTELLIGENCE ON E-COMMERCE: A SYSTEMATIC REVIEW ON UNDERSTANDING CURRENT SCOPE AND FUTURE RESEARCH AVENUES<\/strong>\u00a0<\/p>\n

The project aims to explore the transformative role of AI in e-commerce, focusing on how AI technologies enhance consumer interactions, optimize business operations, and shape buying behaviors.\u00a0<\/p>\n

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View Project Report<\/a>Download<\/a><\/div>\n

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Promoting inclusive business-consumer relations through ethical consumer literacy<\/strong>\u00a0<\/p>\n

This project aims to support the UN SDG 2030 agenda on “equality and responsible production and consumption” by exploring ethical consumer literacy and its role in decision-making, especially among Generation Z. Recognizing that complex consumption patterns and varying literacy levels can make consumers vulnerable, the project applies stakeholder theory to address these gaps in consumer understanding and business ethics.\u00a0<\/p>\n

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View Project Report<\/a>Download<\/a><\/div>\n

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Enhance Employability of Translation and Interpreting Postgraduate Students at the School of Humanities<\/strong><\/p>\n

This project is designed to benefit students studying (a) our one-year MA taught course in Translation and Interpreting (TI), and (b) our one-year MA taught course in Specialised Translation (ST). Specifically, the project aims to help our students on these two programmes reach their academic potentials and enhance their student experience by addressing queries and areas of interests from students’ perspectives, so as to prepare them better with employment upon graduation from us.<\/p>\n

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Phryctoria Archmaester<\/em><\/strong>\u00a0<\/p>\n

Our primary objective was to develop an immersive educational game titled “Escape Room Puzzle Game: Become a Phryctoria Archmaester.” The game is set in ancient Greece and focuses on teaching players about the Phryctoria communication system. We aimed to create a 2D puzzle game where players use the Polybius square to decode messages, with a limited number of lives adding a layer of challenge. To aid players, hints are available, and correctly submitting a decoded word allows them to progress to the next level.<\/p>\n

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View Project Report<\/a>Download<\/a><\/div>\n

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Building and improving a robot drawing arm \/ pen plotter based on BrachioGraph1<\/sup><\/em><\/strong><\/p>\n

The aim of this project was to provide a more robust and accessible version of the BrachioGraph, specifically tailored for students, educators, and hobbyists. We aimed to preserve the simplicity and affordability of the original design while addressing any potential limitations that could hinder its effectiveness or usability. Additionally, we explored ways to simplify the accompanying software, seeking to strike a balance between the speed of drawing and the quality of the output, particularly when working with vector images.<\/p>\n

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View Project Report<\/a>Download<\/a><\/div>\n

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Developing Science Education via art based activities<\/strong><\/p>\n

The team aimed to discover the effect of art in facilitating science learning and education. Although students are studying biomedical science, they have some good artistic skills and are keen to combine their artistic skills with their scientific knowledge to develop science learning and education. Students used agar media for drawing instead of papers (agar media which are used for bacterial growth). The drawing topic was related to science. They drew about multi-drug-resistant bacteria to alarm people about antimicrobial resistance.<\/p>\n

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View Project Report<\/a>Download<\/a><\/div>\n

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Enhancing Learning through conversational AI: An Approach to Ocean
Conservation and Recycling Education<\/strong><\/p>\n

This project utilizes conversational AI technology to develop an immersive application educating users about the significance of conserving marine resources, aligning with the United Nations’ sustainability goals. This collaborative research, conducted by students from the University of Westminster and UAS BFI Vienna, assesses the educational impact of interactive simulations in fostering awareness and motivating sustainable behavior among the public. The findings of this project showcase the potential of gamified learning in promoting environmental responsibility and contributing to global sustainability efforts.<\/p>\n

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View Project Report<\/a>Download<\/a><\/div>\n

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Just in Time<\/strong><\/p>\n

This research project aims to investigate the low engagement levels of the library\u2019s Time Management Libguide using UX (user experience) research design techniques to dather qualitative and subjective engagment experiences from students. From this research, the project team identifies reasons for low engagement and provides recommendations on how to improve engagement with the guide based on student\u2019s experiences both with the guide and with their own time management. The findings can be applied to increase engagement with this guide and potentially be applied to other Libguides and to the promotion of library resources.\u00a0<\/p>\n

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View Project Report<\/a>Download<\/a><\/div>\n

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Understanding Students’ preferences for Blended Learning approaches at Westminster Business School<\/em><\/strong>\u00a0<\/p>\n

This “Students as Co-Creators” project investigated students’ preferences regarding the design of blended learning modules at the Westminster Business School. This project used mixed methods; the data was collected by using an online survey questionnaire that was conducted between 1st April and 30th June, and semi-structured interviews were carried out between June 30th and July 20th. In addition, the data were obtained from 111 University of Westminster students via an online survey questionnaire, followed by ten semi-structured interviews.<\/p>\n

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View Project Report<\/a>Download<\/a><\/div>\n

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Student Digital Literacy Framework<\/em><\/strong><\/p>\n

The objective of the project was to develop a digital learning framework appropriate for use across the School of Humanities and beyond. The idea was to work on the creation of the framework making use of the valuable work already carried out in this area by JISC as a starting point and generating something more customized towards our own specific circumstances.<\/p>\n

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View Project Report<\/a>Download<\/a><\/div>\n

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Co-creating Careers in Humanities Co-curricular Event<\/strong>\u00a0<\/p>\n

This Students as Co-Creators (SSC) employability-focused project aimed to engage students in event planning and marketing, fostering a collaborative environment between students and staff. The report outlines the team\u2019s reflections, challenges encountered, achievements, and recommendations for future projects.<\/p>\n

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View Project Report<\/a>Download<\/a><\/div>\n

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\u00a0Towards an education through and for Social justice: Humanizing a life sciences curriculum through co-creation, critical thinking and anti racist pedagogy<\/strong><\/div>\n
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We argue that student partnerships are central to building decolonized science curricula that are critical, anti-racist and will evoke social change. In this study, conducted with life sciences students in a UK HE institution, we share critical reflections captured through a mixed methods approach to address how we create an education that is through and for social justice.\u00a0<\/div>\n
Download project paper<\/a><\/div>\n

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2022 – 2023<\/h4>\n

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GPHN Newsletter: A Collaboration between The
Postgraduate Students and Alumni<\/strong><\/p>\n

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The main goals of this project were to facilitate connections between international alumni and current students, offering insights into post-graduation experiences and support needed for job searches, especially during economic downturns. By gathering alumni feedback through meetings and surveys, the team aimed to identify valuable information for a new GPHN newsletter, including job and skill recommendations, helpful course additions, and alumni success stories. The project sought to build a supportive network for sharing career opportunities and publishing a newsletter by September 2023 to inspire new students and foster ongoing alumni engagement and collaboration.<\/p>\n

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View Project Report<\/a>Download<\/a><\/div>\n

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CODEMATIC: Bridging the Gap between Level 4 Maths
and Programming<\/strong><\/p>\n

The main aims of this research are to create an open-source library of problem-solving tasks for level 4 Mathematics and software development, fostering impactful learning experiences. The project also aims to establish conceptual links between Mathematics and Software Development modules, integrating shared topics, algorithms, and reasoning methods. An evaluation methodology will be developed to assess the educational benefits of merging Mathematics and Computing, with an investigation into its current impact on student learning. Lastly, strategies will be proposed to expand this library with examples and tasks for levels 5 and 6, enhancing its utility across multiple academic stages.<\/p>\n

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View Project Report<\/a>Download<\/a><\/div>\n

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Enhancing Engagement & Attendance in
Introduction to Academic Practice & Critical Thinking for
Academic and Professional Development<\/strong><\/p>\n

The project aims to create an exceptional learning environment centered around high levels of student engagement, which encompasses cognitive, affective, and behavioral factors that enhance learning experiences. The objective is to identify barriers to engagement and develop strategies to address these challenges, ultimately refining the modules and providing the necessary support to empower students in their learning journeys.<\/p>\n

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Assistance in Co creation of the 2024 UoW \/ WPHNA Conference
Questioning the Solutions: has the Decade of Nutrition delivered?<\/strong><\/p>\n

We wanted to create an active team of current GPHN students to support the planning and success of the UoW \/WPHNA congress, to ensure the voices of our countries and the youth were included in the Congress. As the World Public Health Nutrition Congress occurs every 4 years and next year WPHN Congress will be hosted by UoW we wanted to take advantage of the chance to help plan a global congress in our own field in our own university.<\/p>\n

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View Project Report<\/a>Download<\/a><\/div>\n

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Proposed strategies for IDEMS International<\/em><\/strong>\u00a0<\/p>\n

The main goal of the project is to highlight and propose strategies related to the eight themes of Strategic Perspectives\u2014CSR, Leadership, Internal Resources, External Environment, Business Strategy, Corporate Strategy, and International Strategy\u2014for IDEMS International, a leading global corporation focused on marketing, partnerships, and education. The project aims to provide actionable techniques that will enable the organization to achieve long-term sustainability while demonstrating to Davis Stern that it is possible for the company to thrive economically while maintaining a strong commitment to social responsibility and ethical practices.<\/p>\n

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View Project Report<\/a>Download<\/a><\/div>\n

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Proposed strategies for Twelve East Group<\/em><\/strong><\/p>\n

The project aims to enhance the long-term sustainability of Twelve East Group, a successful emerging marketing agency, by focusing on eight Strategic Perspectives issues that integrate achievement with ethical behavior. To effectively communicate these strategies, an informative PowerPoint presentation was created, detailing each topic’s fundamentals, evaluating the agency’s current position, and recommending enhancement methods. The selected strategies\u2014forming partnerships with universities, collaborating with water corporations, and developing innovative, cost-effective marketing services\u2014were thoroughly analyzed using the SAF (Suitable, Acceptable, Feasible) framework to ensure their viability.<\/p>\n

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Socioeconomic status and work experience in elite professions: Are universities doing enough to close the social gap?<\/em><\/strong>\u00a0<\/p>\n

The current study aims to explore the role of universities in closing the social gap in the financial and professional services sector.\u00a0 We hope that our results will provide insightful recommendations to both government and business schools in helping social mobility into elite professional service firms.\u00a0<\/p>\n

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View Project Report<\/a>Download<\/a><\/div>\n

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Street Law<\/strong><\/p>\n

StreetLaw was launched (from within CETI) in May 2023. One of its USPs is that it (already) has forged strong links with Westminster Law School.<\/p>\n

Locating the project within a wider context, StreetLaw is about providing legal education to members of the public. It was originally created in the USA in the 1970s . What informed its creation were ‘access to justice’ principles and a desire in meeting any unmet legal needs within local communities. Nowadays, the project has grown and is well-known internationally to the extent that it is deployed in various Law schools in both the UK & USA since its inception.<\/p>\n

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View Project Report<\/a>Download<\/a><\/div>\n

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Groupwork: Advantages and Disadvantages<\/strong><\/p>\n

Group work is the stepping stone to a successful career in all sectors. Through it is implemented early on in a student\u2019s education, this skill can be built upon and used at work or in a professional environment.<\/p>\n

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Year Abroad Toolkit<\/strong><\/p>\n

The idea of the project was to produce the content for the Year Abroad toolkit calling upon the expertise of the staff partners in international mobility alongside the experience of the student participants to create genuinely useful content to act as a \u201cone stop shop\u201d for future applicants and those embarking on the Year Abroad.<\/p>\n

International mobility is an ever more important component of a degree and something which greatly enhances the employability of our students, and it is hoped that the toolkit will allow us to better support students who embark upon this element of our course offering.<\/p>\n

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View Project Report<\/a>Download<\/a><\/div>\n

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Spanish Course for Migrants \/ Refugees<\/strong>\u00a0<\/p>\n

The objective of the project was to create learning materials appropriate to be used in a Spanish language class (in person) intended for migrants\/refugees as part of any future clinic organized by the School of Humanities.<\/p>\n

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Placing Wellbeing at the Heart of Legal Education: A partnership with students to enhance support and wellbeing within the Westminster Law School<\/em><\/strong>\u00a0<\/p>\n

The main aims of the project are to enhance the Student Support and Wellbeing provisions within the Law School by actively listening to students’ voices and learning from their experiences to strengthen the sense of community. Led by Sylvie Bacquet, the Senior School Tutor, and Eshan Dauhoo, a Lecturer in Wellbeing and Legal Education, the team seeks to determine whether involving students in the design and delivery of educational material increases their engagement. The findings from this initiative will contribute to the implementation of the University Policy for the 2023\/24 academic year and serve as a foundation for further discussions with the Head of School and course leaders.<\/p>\n

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View Project Report<\/a>Download<\/a><\/div>\n

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A Student led exploration of productive and ethical use of AI in Business Education<\/strong>\u00a0<\/p>\n

The importance of this project is to explore the impact of AI in Higher education, specifically on students’ productivity during their studies at WBS and the identification of ethical implications of use both in learning and teaching and in assessment and the consequences of this for module design.<\/p>\n

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View Project Report<\/a>Download<\/a><\/div>\n

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2021 \u2013 2022<\/strong>\u00a0<\/h4>\n

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Community building through a foundation mentoring scheme<\/strong>\u00a0<\/p>\n

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The project set out to discover if and to what extent our mentoring scheme has been successful in enhancing students\u2019 sense of belonging and connectedness with the University, which are established elements of student success.\u00a0<\/p>\n

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Student Cabinet for SMARTEST<\/strong>\u00a0<\/p>\n

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This project\u2019s aim was to introduce an aspect of a \u201cstudent cabinet\u201d feature to SMARTEST (a graph-based e-learning platform which structures learning content visually and mentallythrough graphs.) topersonalise users\u2019 learning experiences.\u00a0<\/p>\n

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Incorporating BMS training for Improving Student Engagement<\/strong>\u00a0<\/p>\n

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The project\u2019s main objectives were identifying the sector current BMS students want to pursue during and\/or following their degree, the relevant qualifications they would need to obtain to achieve their professional goals \u2013 training, certification and work experience, and their satisfaction with UoW\u2019s approach at helping students to achieve these goals.\u00a0<\/p>\n

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Cody Dock Reed Beds<\/strong>\u00a0<\/p>\n

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The aim of the project is to help design, build and install the reedbeds to clean the polluted water with the roots of the plants, as well as create a habitat for a more diverse fauna.\u00a0<\/p>\n

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View project report<\/a>\u00a0<\/p>\n

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Engaging Your Core: Strategies for Strengthening Students\u2019 Learning<\/strong>\u00a0<\/p>\n

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The project aims to review module\u2019s and general attitudes towards the new teaching methods by the students.\u00a0<\/p>\n

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Designing authentic assessment for 6FNCE005W International Financial Management<\/strong>\u00a0<\/p>\n

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The project\u2019s goal was to acquire insightful feedback on two important components of teaching and learning from the module\u2019s participants, including both student partners as well as other students: the assessment and the learning activities, both of which are aligned with the module\u2019s learning outcomes.\u00a0<\/p>\n

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View project report (1)<\/a> and (2)<\/a>\u00a0<\/p>\n

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RIBA Part Three Professional Practice Course in Architecture:\u00a0 Mastering Contracts through \u201cRole Play\u201d<\/strong>\u00a0<\/p>\n

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This project reviewed the impact of \u201cRole Play\u201d by building a \u201cplight simulator\u201d so that the students are prepared for questions on contract administration.\u00a0<\/p>\n

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WRaPS Westminster Research by Psychology Students: A Website for Westminster psychology students to recruit and showcase their research<\/strong>\u00a0<\/p>\n

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The ambition was to create a new website where psychology project students will be able to upload a short study description along with a link.\u00a0 This will facilitate participant recruitment, while also promoting our incredibly diverse research.\u00a0<\/p>\n

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Towards a more inclusive and competence-based Themes in Contemporary Hispanic Studies<\/strong>\u00a0<\/p>\n

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The principal aim of the project was to gather vital feedback from the student body about how they feel about the current content, pedagogical strategies and assessment of this module and to use the data collected in order to analyse together in which areas the module could be tweaked in the future to take account of the views expressed.\u00a0<\/p>\n

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Future Skills and the Future of Skills: How best to Equip WLS Undergraduates with Legal and Transferable Skills<\/strong>\u00a0<\/p>\n

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The project explored what undergraduate law students feel about these modules in terms of the way they are taught, their usefulness and their ability to prepare students for academic study and graduate careers.\u00a0<\/p>\n

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2020 \u2013 2021<\/strong>\u00a0<\/h4>\n

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Architecture Design Studios: Re-framing with the Empathic Imagination in Mind<\/strong>\u00a0<\/p>\n

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Provoking conversation and support transformative, inclusive learning and teaching practices as part of the architecture design studio.\u00a0<\/p>\n

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The Feedback Journey \u2013 Accessibility and Engagement<\/strong>\u00a0<\/p>\n

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Addressing students\u2019 understanding and engagement with feedback on their formative and summative assessments.\u00a0<\/p>\n

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The Future of Live-streaming Post COVID-19<\/strong>\u00a0<\/p>\n

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Discovering if students find laboratory live-streamed sessions useful. Additionally, the research team hoped to identify areas for improvement as well as possible solutions that could be implemented to improve practical teaching and live-streaming post-COVID-19.\u00a0<\/p>\n

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Imaginative Empathy: Towards Inclusive Pedagogies<\/strong>\u00a0<\/p>\n

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A broader application of an \u2018empathic approach\u2019 in HE dialogues between students and educators; considering the ways in which modules are delivered, assessments are conceived of, and processes realised.\u00a0<\/p>\n

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STAR-GATE<\/strong>\u00a0<\/p>\n

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Investigating students\u2019 appreciation of on-line learning and classifying\/comparing available learning platforms, mapping their functionalities to the identified students\u2019 expectations and identifying new functionalities not already offered by these platforms.\u00a0<\/p>\n

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SMART-bridge-to-WEB<\/strong>\u00a0<\/p>\n

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Developing a web-based application which will target an additional functionality to the already developed knowledge and learning platform SMARTEST.\u00a0<\/p>\n

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Climate Studio<\/strong>\u00a0<\/p>\n

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Increasing student engagement in conversations surrounding the climate emergency so that sustainability is more integrated in design studio work.\u00a0<\/p>\n

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Understanding Genetics to Counter Racial Discrimination<\/strong>\u00a0<\/p>\n

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Development of new learning material aimed at challenging widespread misconceptions about the role of Genetics as a provider of theoretical frameworks underpinning racial discrimination.\u00a0<\/p>\n

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Optimising Student Skills for Microsoft Word, Excel and PowerPoint<\/strong>\u00a0<\/p>\n

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Determining student entry skills in relation to the use of Microsoft Word, Excel and PowerPoint, skills development through use in the degree programmes, and the most appropriate and suitable mechanisms for student support for the use of Microsoft Word, Excel and PowerPoint.\u00a0<\/p>\n

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Creative Technologies \u2013 Printmaking<\/strong>\u00a0<\/p>\n

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Exploring different methods of remote working as alternative methods of technical support for students working in the printmaking studio.\u00a0<\/p>\n

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Evaluating Assessment for Learning in Introduction to Academic Practice<\/strong>\u00a0<\/p>\n

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Evaluating the effectiveness of meaningful assessment techniques and seeking ways to strengthen the role of assessment in the learning process.\u00a0<\/p>\n

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360 Immersive Storytelling<\/strong>\u00a0<\/p>\n

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Evaluating 360-degree immersive storytelling as a tool for creating empathetic responses.\u00a0<\/p>\n

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Decolonising UG Media<\/strong>\u00a0<\/p>\n

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Begin to centre and embed student-voiced diversity into a new revised curriculum, and in so doing to \u2018decolonise\u2019 the heritage or legacy-related strands of curricula that inform a new degree structure.\u00a0<\/p>\n

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2019 \u2013 2020<\/strong>\u00a0<\/h4>\n

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Online Studio<\/strong>\u00a0<\/p>\n

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Creating a structure\/space\/platform within which all students feel empowered, able to engage and learn proactively. Design tutors are already finding ways to carry on with the teaching of design skills through online tutorials in response to the pandemic. However, the other, softer qualities of studio teaching still need to be considered.\u00a0<\/p>\n

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View project report<\/a>\u00a0<\/p>\n

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Mental Health, Design and Wellbeing: A Co-Design Workshop<\/strong>\u00a0<\/p>\n

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This cross-disciplinary collaboration between the Medical School at Imperial College London and the School of Architecture and Cities at the University of Westminster explored the relationship between design, mental health, and wellbeing.\u00a0<\/p>\n

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View project report<\/a>\u00a0<\/p>\n

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Co-Production for Mental Health Workshop<\/strong>\u00a0<\/p>\n

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Surveying of two sites in order to gain deeper insight into CAMHS therapy and adult mental health\/dementia therapy resulting in the production of technical drawings.\u00a0<\/p>\n

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View project report<\/a>\u00a0<\/p>\n

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Decolonial approaches to the legal curriculum<\/strong>\u00a0<\/p>\n

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Understanding what it means to decolonise the legal curriculum, and what students might want and need from a decolonised core legal curriculum. Find out more: https:\/\/youtu.be\/C5XhzTsfIY4<\/a>\u00a0<\/p>\n

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View project report<\/a>\u00a0<\/p>\n

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2018 \u2013 2019<\/strong>\u00a0<\/h4>\n

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Learning and Teaching Research Collaborations<\/strong>\u00a0<\/p>\n

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Heatmap Mobile Application<\/strong><\/a>\u00a0<\/p>\n

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Designing a virtual representation of course activities to enhance the student experience of managing assessment.\u00a0<\/p>\n

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View project report<\/a>\u00a0<\/p>\n

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Online Mental Health Interventions<\/strong>\u00a0<\/p>\n

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Exploring the acceptability of mobile applications to improve mental health of university students.\u00a0<\/p>\n

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View project report<\/a>\u00a0<\/p>\n

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Student Mental Health and Wellbeing<\/strong>\u00a0<\/p>\n

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Investigating what Social Sciences students at the University of Westminster feel about mental wellbeing and their university experience.\u00a0<\/p>\n

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View project report<\/a>\u00a0<\/p>\n

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University Communications<\/strong><\/a>\u00a0<\/p>\n

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Evaluating the experience of first year students in the School of Life Sciences feel about Blackboard and email communications.\u00a0<\/p>\n

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View project report<\/a>\u00a0<\/p>\n

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What Factors Influence Lecture Attendance?<\/strong><\/a>\u00a0<\/p>\n

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Preference of study methods and influence of timing, content and lecturer on lecture attendance in the School of Life Sciences.\u00a0<\/p>\n

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View project report<\/a>\u00a0<\/p>\n

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Student Tool for Reinforcing the Intake of Valuable Experience (STRIVE)<\/strong>\u00a0<\/p>\n

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Improving the existing education interactive software EnAbled to link modules and enhance assessment.\u00a0<\/p>\n

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View project report<\/a>\u00a0<\/p>\n

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The Online Portfolio<\/strong><\/a>\u00a0<\/p>\n

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Feasibility of an online platform to showcase game projects on the Computer Development course.\u00a0<\/p>\n

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View project report<\/a>\u00a0<\/p>\n

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Metacampus Virtual Tour<\/strong><\/a>\u00a0<\/p>\n

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Designing a virtual view of Westminster has to offer, to easily discover useful information about the classrooms or laboratories and to get the full usability of the on-site services.\u00a0<\/p>\n

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View project report<\/a>\u00a0<\/p>\n

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Open-Door Day VR Application<\/strong><\/a>\u00a0<\/p>\n

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A prototype VR simulation to allow remote access to university campus facilities via a mobile headset.\u00a0<\/p>\n

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View project report<\/a>\u00a0<\/p>\n

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Navigating Marylebone Campus<\/strong><\/a>\u00a0<\/p>\n

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Providing universities with information on what students are actually looking for from their timetables.\u00a0<\/p>\n

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View project report<\/a>\u00a0<\/p>\n

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Student-Staff Partnerships: the Future of Learning and Teaching?<\/strong><\/a>\u00a0<\/p>\n

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The staff perspective on the role of student-staff partnerships in higher education.\u00a0<\/p>\n

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View project report<\/a>\u00a0<\/p>\n

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Westminster Art Events<\/strong><\/a>\u00a0<\/p>\n

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Promoting Fine Art Exhibitions to Develop Professional Practice.\u00a0<\/p>\n

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View project report<\/a>\u00a0<\/p>\n

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Student and Lecturer in the Connected Age<\/strong><\/a>\u00a0<\/p>\n

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Factors that influence in-class interactions between students and lecturers.\u00a0<\/p>\n

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View project report<\/a>\u00a0<\/p>\n

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Enhancing the Academic Experience of Students Whose Language is Not English<\/strong><\/a>\u00a0<\/p>\n

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A study of the English language support courses.\u00a0<\/p>\n

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View project report<\/a>\u00a0<\/p>\n

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The induction experience of Foundation students<\/strong><\/a>\u00a0<\/p>\n

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How does the Engage platform help Media students improve their academic skills?\u00a0<\/p>\n

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View project report<\/a>\u00a0<\/p>\n

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Disciplinary Research Collaborations<\/strong>\u00a0<\/p>\n

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Heuristics for Natural Deduction Layout (HANDEL)<\/strong>\u00a0<\/p>\n

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To investigate how changing the basic set of Booleans affects natural deduction proof.\u00a0<\/p>\n

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View project report<\/a>\u00a0<\/p>\n

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Scent and Literature<\/strong>\u00a0<\/p>\n

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The creation of \u2018Delhi\u2019 \u2013 a perfume inspired by Vandana Singh\u2019s short story.\u00a0<\/p>\n

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View project report<\/a>\u00a0<\/p>\n

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EV-HIT: an extracellular vesicle index for health<\/strong><\/a>\u00a0<\/p>\n

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Building a health index test based on extracellular vesicles (EV) & key microRNA EV-Markers from plasma.\u00a0<\/p>\n

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View project report<\/a>\u00a0<\/p>\n

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Antibiotics Undersea<\/strong><\/a>\u00a0<\/p>\n

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Growing new marine bacteria cultures from New Quay, Wales to stop the growth of Vibrio parahaemolyticus.<\/em>\u00a0<\/p>\n

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View project report<\/a>\u00a0<\/p>\n

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Modelling leukaemia for better prognosis<\/strong><\/a>\u00a0<\/p>\n

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Correlating CD180 expression and TP53 deletion in chronic lymphocytic leukaemia using a computational model.\u00a0<\/p>\n

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View project report<\/a>\u00a0<\/p>\n

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YouTube and Mental Health<\/strong>\u00a0<\/p>\n

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Studying the effects of video blogging on the mental health of content creators.\u00a0<\/p>\n

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View project report<\/a>\u00a0<\/p>\n

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Detecting Microplastics in the Environment<\/strong><\/a>\u00a0<\/p>\n

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Testing sediment from the rivers in England for the presence and degree of microplastic pollution.\u00a0<\/p>\n

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View project report<\/a>\u00a0<\/p>\n

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A Case Study in how Translations are used in Creating National Narratives<\/strong>\u00a0<\/p>\n

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Comparing articles in the Financial Times and their translations in a Cankao Xiaoxi.\u00a0<\/p>\n

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View project report<\/a>\u00a0<\/p>\n

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The Impact of Academic Leadership Behaviours on BME Student Attainment<\/strong><\/a>\u00a0<\/p>\n

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Increasing our understanding of factors influencing BME student attainment.\u00a0<\/p>\n

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View project report<\/a>\u00a0<\/p>\n

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Curriculum Design Collaborations<\/strong>\u00a0<\/p>\n

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Theories of Media and Communication Module Makeover<\/strong><\/a>\u00a0<\/p>\n

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Increasing student understanding by encouraging debate, use of digital quizzes and question-asking platforms.\u00a0<\/p>\n

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View project report<\/a>\u00a0<\/p>\n

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What do Students think about Assessment in the Foundation Module Introduction to Academic Practice?<\/strong><\/a>\u00a0<\/p>\n

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Reviewing the module assessments to create meaningful and engaging assignments, and improve the learning experience of foundation students.\u00a0<\/p>\n

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English Literature Curriculum Review<\/strong>\u00a0<\/p>\n

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Reflecting on the level four and five core modules of the BA English Literature programme.\u00a0<\/p>\n

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View project report<\/a>\u00a0<\/p>\n

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Social Media Literacy and Students\u2019 Voices<\/strong><\/a>\u00a0<\/p>\n

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Involving learners in a structured review of two core modules led by Professor Graham Meikle in the School of Media and Communication.\u00a0<\/p>\n

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View project report<\/a>\u00a0<\/p>\n

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BA Radio & Digital Production Curriculum Review<\/strong>\u00a0<\/p>\n

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A review of the course curriculum by current students and alumni.\u00a0<\/p>\n

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View project report<\/a>\u00a0<\/p>\n

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2017 \u2013 2018<\/strong>\u00a0<\/h4>\n

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Improving and Increasing Accessibility to Extra-Curricular Resources<\/strong><\/a>\u00a0<\/p>\n

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Investigating how accessible extra-curricular resources are in the department of Psychology.\u00a0<\/p>\n

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Library Application Project 2<\/strong><\/a>\u00a0<\/p>\n

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Introducing a library application that captures the needs of students\u00a0<\/p>\n

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Mindfulness at WBS<\/strong><\/a>\u00a0<\/p>\n

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Exploring student\u2019s perceptions, awareness and attitudes to mindfulness.\u00a0<\/p>\n

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The effect of Brexit on European students in the United Kingdom<\/strong><\/a>\u00a0<\/p>\n

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Exploring student\u2019s attitude to Brexit, education and their tendency to begin, continue or leave their higher education in the UK.\u00a0<\/p>\n

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Effectiveness of the FANS initiative<\/strong><\/a>\u00a0<\/p>\n

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Examining the effectiveness of FANS (Friends of Arriving New Students) initiative and ways to improve it.\u00a0<\/p>\n

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Happy UniDays are here to stay<\/strong><\/a>\u00a0<\/p>\n

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How can we make the university more comfortable for international students?\u00a0<\/p>\n

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Empowering Masters Students through Online Communication<\/strong><\/a>\u00a0<\/p>\n

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Improving the postgraduate experience by expanding the availability of or awareness for the various forms of digital communication made available to Masters students.\u00a0<\/p>\n

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Empowering Masters Students through Online Communication<\/strong><\/a>\u00a0<\/p>\n

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Improving the postgraduate experience by expanding the availability of or awareness for the various forms of digital communication made available to Masters students.\u00a0<\/p>\n

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Are student silos within the construction studies programme hindering the development of students?<\/strong><\/a>\u00a0<\/p>\n

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Establishing how students within the construction studies programme perceive the relationship between full-time and part-time students and whether the mix hinders student engagement.\u00a0<\/p>\n

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Learning, Training and Networking Opportunities in Application and Gaming Software Localisation<\/strong>\u00a0<\/p>\n

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Are more learning opportunities in application and gaming software localisation needed by students at the University of Westminster?\u00a0<\/p>\n

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What do Westminster students want most from their timetables?<\/strong><\/a>\u00a0<\/p>\n

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Providing universities with information on what students are actually looking for from their timetables.\u00a0<\/p>\n

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On the Road<\/strong><\/a>\u00a0<\/p>\n

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The Introduction of a Nomadic Studio as part of the MArch Programme at the University of Westminster.\u00a0<\/p>\n

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How can an international experience enhance employability?<\/strong><\/a>\u00a0<\/p>\n

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Exploring how exposure to international experiences can impact employability\u00a0<\/p>\n

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Tools for Representation in Visual Culture<\/strong><\/a>\u00a0<\/p>\n

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Assessing racial and queer diversity on the Visual Culture MA programmes.\u00a0<\/p>\n

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Tools for Representation in Visual Culture<\/strong><\/a>\u00a0<\/p>\n

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Assessing racial and queer diversity on the Visual Culture MA programmes.\u00a0<\/p>\n

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Learning by Making<\/strong><\/a>\u00a0<\/p>\n

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Understanding the barriers that prevent MA students of design using active making, as a method of learning.\u00a0<\/p>\n

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Engage<\/strong><\/a>\u00a0<\/p>\n

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How does the Engage platform help Media students improve their academic skills?\u00a0<\/p>\n

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2015 \u2013 2016<\/strong>\u00a0<\/h4>\n

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Online learning in the Faculty of Science and Technology<\/strong><\/a>\u00a0<\/p>\n

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Could training and exposure to technologies before online studies boost the academic performance of the student?\u00a0<\/p>\n

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iPad Engagement<\/strong><\/a>\u00a0<\/p>\n

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Departmental differences in student engagement with iPads via use of smart applications during teaching sessions.\u00a0<\/p>\n

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Youtube Videos as Learning Tools<\/strong><\/a>\u00a0<\/p>\n

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Exploring the usefulness of Youtube videos in enhancing student learning and integration into university.\u00a0<\/p>\n

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Assessment briefing<\/strong><\/a>\u00a0<\/p>\n

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Reviewing assessment briefing processes to increase the transparency of assessment criteria for students in Westminster Business School.\u00a0<\/p>\n

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Footer:\u00a0<\/p>\n

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University of Westminster\u00a0<\/p>\n

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309 Regent Street, London W1B 2UW\u00a0<\/p>\n

<\/p>\n

General enquiries: +44 (0)20 7911 5000\u00a0<\/p>\n

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Course enquiries: +44 (0)20 7915 5511\u00a0<\/p>\n

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The University of Westminster is a charity and a company limited by guarantee.\u00a0<\/p>\n

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Registration number: 977818 England\u00a0<\/p>\n

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\u00a0The views and opinions expressed in this site are not endorsed nor affiliated with the University of Westminster in any way.\u00a0<\/p>\n

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Facebook<\/a>\u00a0<\/p>\n

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Twitter<\/a>\u00a0<\/p>\n

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Google+<\/a>\u00a0<\/p>\n

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Instagram<\/a>\u00a0<\/p>\n

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YouTube<\/a><\/p>\n

<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

2024-2025 Co-creating a Panel Discussion,\u201cVision 2025: Insights from Business Giants\u201d with students. The project aimed to enrich postgraduate student experience by fostering community and bridging academia with industry. Central objectives included creating a supportive platform for students\u2014especially those new to…<\/p>\n","protected":false},"author":812,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-65","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blog.westminster.ac.uk\/studentpartnership\/wp-json\/wp\/v2\/pages\/65","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.westminster.ac.uk\/studentpartnership\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blog.westminster.ac.uk\/studentpartnership\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blog.westminster.ac.uk\/studentpartnership\/wp-json\/wp\/v2\/users\/812"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.westminster.ac.uk\/studentpartnership\/wp-json\/wp\/v2\/comments?post=65"}],"version-history":[{"count":87,"href":"https:\/\/blog.westminster.ac.uk\/studentpartnership\/wp-json\/wp\/v2\/pages\/65\/revisions"}],"predecessor-version":[{"id":1333,"href":"https:\/\/blog.westminster.ac.uk\/studentpartnership\/wp-json\/wp\/v2\/pages\/65\/revisions\/1333"}],"wp:attachment":[{"href":"https:\/\/blog.westminster.ac.uk\/studentpartnership\/wp-json\/wp\/v2\/media?parent=65"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}