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There is little research that explores what makes a strong community from the student perspective. Curriculum-related activities organised by staff with the aim of building community often have poor levels of engagement, and yet activities that grow organically, separate from core studies result in a thriving social group. For example, a Liverpool Screen School weekly five a side football club has grown beyond expectations (65+ regular participants) and attracts students from across the school and indeed across LJMU. Do staff and students share an understanding of what community is and means to students or is there a misalignment of perspectives? This presentation will present the findings of a curriculum enhancement project which explores “community”. The project team includes two academics and nine students from LSS. This project explores the elements involved in creating a strong community, its effect on student wellbeing and sense of belonging, and how that can be curated from a student perspective. A key focus is what the students recognise as their community and whether having strong connections to a community helps allay feelings of loneliness or isolation. Is the programme cohort their community? Is it the School? Or is community something that is formed away from the curriculum through a common interest such as a sport or arts group? If so, how can we learn from this and embed elements of strong community into the curriculum and cohort activities? The project compares the staff and student perspectives on how a strong community is created and what it brings to the student experience. Do the staff / student perspectives align, or is there a difference in understanding and experience that creates a barrier to creating a sense of community? Both the content and execution of this project illustrate demonstrate putting the needs of our diverse students at the heart of all we do. The project embodies the values that we all work towards, that we are Student focused, we care about our community, and we are inclusive. Community; what are the elements of a strong student community and how do we build it?, PowerPoint. Only LJMU staff and students have access to this resource., Student Experience Proceedings, 2023: Students at the Heart Conference

This paper reflects on the experience of staff and students involved in ITV30. An innovative approach to placements, bringing together the Liverpool Film Office, ITV Studios and the Screen School to deliver a package of work-based learning to thirty students during the summer of 2022. Lynn Saunders, of the LFO, said: “I’ve never known so many students on a big set ever!” It was a first, for all three partners. The Screen School worked closely with LFO and ITV to ensure that students were selected and placed appropriately. Planning not only selection, but preparation for the placements and crucially follow-on support from LFO, particularly for graduating students, to use these placements as a transformative experience, enhancing graduate employment prospects. Once selected, through a rigorous application and interview process, students completed an online course, Set, Ready, preparing them to work on set, before embarking on two-week placements on, Maternal, a six-part ITV drama currently on ITVX. This preparation paid off, “They did brilliantly, really got stuck in and felt like part of the team,” said Faiza Tovey, Head of Production at ITV Studios. Several students were retained on this production in paid roles and moved on to more paid work on other projects filming in the north-west. This innovative three-way partnership between LJMU, ITV and the Liverpool Film Office, proved not only valuable to the students, in creating a network of contacts for them in the northwest, but also to ITV in identifying future talent and employees, and for the Liverpool Film Office by furthering the offer of the regional skills base in film and TV, with a talent pipeline into entry level roles. This paper explores the challenges and opportunities of this new approach to employability, how the screen school can build upon this success and lessons learned from it. ITV30 – innovative three-way partnership between LJMU (LSS, Student Futures), ITV and Liverpool Film Office, PowerPoint. Only LJMU staff and students have access to this resource., Student Experience Proceedings, 2023: Students at the Heart Conference

Liverpool Screen School (LSS) successfully bid to The Office for Students (OfS) short course challenge. The call invited providers to bid for funding to develop short courses at Levels 4-6 in government priority areas; courses that would help people to gain entry level knowledge, reskill or upskill as well as providing opportunities to progress to full qualifications. The project is part of the government’s pilot exploring a new student finance model designed for learners studying shorter, flexible courses in support of the development of the Lifelong Loan Entitlement. Student Loans Company are also key players in the challenge. LSS worked with Agent Academy (an industry partner) and a recent LSS graduate to develop a suite of short courses in the priority area of Creative and Digital. Extensive research was carried out, engaging both employers (with knowledge of skills shortages) and potential students (with knowledge of the challenges / barriers to accessing HE outside of the traditional full-time three-year model). Following analysis of the two data sets (employer data and target learner data), the project team followed industry design practices and agile methods to develop personas, identify the problems, frustrations, challenges and solutions to co-create the short courses. The courses will run as standalone or can be used as credit towards our BA (Hons) Media Production. Other disciplines in LJMU run short courses and Continuing Professional Development courses, however these will be funded by employers or by individuals rather than drawing on government funding schemes. This pilot will therefore inform other disciplines in the HE sector. This work is courageous in piloting new models of HE and funding. Through the co-creation model, working with employers and potential learners it demonstrates community. The courses developed are student focused, taking potential students’ views into the design. Finally, inclusivity is at the very heart of this project championing an alternative university experience. This work will change lives., Student Experience Proceedings, 2022: Students at the Heart Conference

Additional file 1: Table S1. Bivariate Analysis by Self-Identified PWID Status Among Newly Reported Hepatitis C Cases 15–29 Years of Age in Eight Local Health Jurisdictions in California (Imperial, Lake, Monterey, Orange, Placer, Riverside, San Luis Obispo, and Santa Cruz counties), June–December, 2018*. Table S2. Bivariate Analysis by Self-Identified Race/Ethnicity Among Newly Reported Hepatitis C Cases 15–29 Years of Age in Eight Local Health Jurisdictions in California (Imperial, Lake, Monterey, Orange, Placer, Riverside, San Luis Obispo, and Santa Cruz counties), June–December, 2018. Figure S1. Criteria for local health jurisdiction and participant inclusion in survey of young people with newly reported hepatitis C in California and response rates.

Purpose – The purpose of this paper is to examine how independent social and commercial activities have developed in response to the perceived decline in the UK High Street and in response to the challenges of increasing digital retailing opportunities. This examination is undertaken through the lens of the social supply chain as a means to understanding, suggesting and expanding on current research regarding retailing and the UK High Street. The authors reveal some of the challenges being posed by the changing patterns of growth and consumption in cities and couple these with shifting supply chain trends. Design/methodology/approach – A case study approach is used to explore the rapid advances and influence of digital technologies on businesses operating on the primary business street of suburban centre, towns or cities (described in the UK collectively as the “high street”). The research is conducted through the analytical lens of the social supply chain. Findings – Theoretically extending the “social” in the social supply chain, the authors illustrate the usefulness of the nuanced concept of the “social supply chain” with two related strategies concerning delivery and balance. These strategies are themselves interlinked with the actions of co-creation, co-production and co-consumption. Examples of social supply chain strategies presented include retail businesses giving away something as an incentive, where the underlying requirement from the customer is that they will bring their own specialist product, skill or social network to a specified location (real or virtual). Originality/value – For the purpose of this paper, the authors use two distinct strategies relating to delivery and balancing and in relation to the actions of co-creation, co-production and co-consumption to emphasise and analyse changes currently occurring in the UK High Street. The authors take a social supply chain management (SCM) perspective to undertake a systematic critical review of the various recent efforts undertaken by local governments, communities and trader groups to revitalise the High Street.

This research explores the ethical and social issues arising from the phenomenal growth of commercial E-Gambling within Europe. The digitised commercial services of a leading European operator is scrutinised using internet research methods from 2003 to 2006 to produce the findings. Internet research methods were selected because they offer interesting insights that have proved difficult to ascertain by others, using alternative approaches. This empirical study highlights some of the social problems associated with E-Gambling, particularly in relation to concerns with the level of problem gambling. In addition, it finds that commercial operators have a contradictory stance in terms of the delivery of their ethical policies in some commercial practices.

A growing number of organisations have implemented or are considering implementing Customer Relationship Management (CRM) strategies for the purpose of becoming more customer focussed. Despite this trend, there remains a relative dearth of academic literature relating to examining the realities of achieving such organisational objectives. The purpose of this paper is to offer a modest contribution to this area by analysing some of the core concepts of CRM, particularly in respect of customer centricity and contrasting this with case study research of customer-facing systems in two diverse organisations based in the United Kingdom. The first organisation (Logistics Limited) is a small to medium sized manufacturing company that believes that it is failing to compete because of a loss of customer focus. It is widely perceived that Retail Limited is a market leading retailer because of its ability to consistently meet customer needs. This paper reveals that despite their diverse legacies, both organisations are struggling to implement, to varying degrees, some of the principles of customer centricity within their CRM systems.