Documente Academic
Documente Profesional
Documente Cultură
www.northampton.ac.uk/changemaker
Campus
Leader
and
Senior
Lecturer
www.northampton.ac.uk/changemaker
to leading co-operative based social enterprise Mondragon in the Basque region of Spain. The
undergraduate and post graduate programmes were validated in summer 2009.
With some students from the BA International Development programme, the first module
Introducing Social Enterprise commenced in September 2009, with 30 students. The Unltd
collaboration resulted in the sponsorship of a module prize. Unltd initially committed to offer a
500 Level 1 award to the best social enterprise pitch from the first year class. This resulted in
three awardees who actually received an average of 1,500 to further explore their social
enterprise ideas. Three outstanding ideas benefitted overseas beneficiaries, which Unltd were
unable to fund, but the winners were instead selected for a student exchange to Beijing, China
with a British Council project. This provided invaluable cross-cultural teaching materials for the
students, and an unforgettable experience.
In the region, the University operating the Business Links contract for central government, out
of which grew programmes such as entrepreneurship classes in a local prison, and a
programme for re-training of long-term employed unemployed managers. Further, the
University Centre for Volunteering created the conditions for 29,055 hours of volunteering
activity in Northamptonshire in 2009-10 which was worth a third of a million pounds to the
local economy, creating a significant impact on the third sector.
The second round of the Introducing Social Enterprise module coincided with the launch of the
HEFCE/Unltd Dare To Be Different campaign, a 1m fund and the selection of Tim Curtis as an
HEFCE/Unltd Ambassador for Social Entrepreneurship in Higher Education. For the students of
the second cohort, this meant a higher profile campaign from Unltd to encourage the
presentation of ideas, and resulted in a further 3 awardees, two of whom applied for and
pitched successfully to Unltd for funding long before their assignment deadline.
www.northampton.ac.uk/changemaker
Launched in 2010, Raising the Bar was the University Institutional Strategy to lead the direction
of the University to 2015. The bar being raised was to pitch the University as an internationally
facing University committed to delivering outstanding life changing opportunities in education,
underpinned by a culture of entrepreneurship, research, and social enterprise recognised around
the world for its originality and impact Raising the Bar, Vision Statement.
Notable in the vision is the mention of social enterprise. The Vice Chancellor, Professor Nick
Petford, recognised the significant levels of community work, volunteering and social enterprise
initiatives that had been developing since 2007, and legitimised them in the University strategy.
There was an extensive amount of activity that he recognised as socially entrepreneurial. This
included large scale activities such as the Volunteering Centre creating social impacts in the
local community and the Universitys E3 employability initiative, the School of Health Social
Welfare (now Social and Community Development) programme within the field of social work
and the Northampton Business School (NBS) social enterprise degree programmes as a very
fresh and interesting take on the commercialisation agenda in Universities in which a grass
roots thing was going on here1 .
The implementation of Northamptons Raising The Bar social enterprise strategy had three
main elements: a new student offer; the integration of social enterprise into teaching and
learning and research throughout the university; and a long-term strategic project with local
authorities, businesses, the third sector, and individual citizens throughout Northamptonshire,
delivering significant improvements to the life of the county through support for
decentralisation through social enterprise and the building of social capital.
A student offer was for all students of the University of Northampton to have the opportunity,
as part of their degree courses, to work in a social enterprise: either one that has been set up,
one that the University supports students to set up, or one operating in the local community.
There isnt any league table of social enterprise Universities in the UK or in the world, and (in
true academic style) there would have been arguments for years about what features
distinguish a social enterprise university from any other university. Ashoka U, as an institution
outside the UK and therefore independent of the UK league tables, is best placed to at least
recognise the progress that had been made in Northampton.
www.northampton.ac.uk/changemaker
www.northampton.ac.uk/changemaker
The Ashoka U accreditation process is based on the methodology it uses to select its 3,000
Fellows in 70 countries. It is not just about the activities that the students and staff of
universities carry out, but about the orientation and mind-set of leaders and team members.
The application to become an Ashoka U Changemaker Campus involved a 60 page report on the
activities being undertaken by the University that were relevant, including biographies of 22
staff, academics and students whose work was part of the narrative, including stories from our
own experience that explained our social entrepreneurial mind-set.
In 2009, I was principal investigator on a two-year British Council-funded
project that brought together Bournemouth University, Lagos State University
Teaching Hospital and the Niger Delta Youth Development initiative to study
the use of mosquito bed nets in the Niger Delta. Although the focus was on
health, the project also involved a more radical proposal to field-test a pop-up
mosquito net for infants designed to overcome many of the barriers to the
effective use of bed nets. When we visited Abuja to discuss the problems we had
identified and a potential solution that could not only improve the use of nets
but also provide work for locals, the UK officials we met proved uninterested.
Our idea fell on deaf ears.
Q U OTAT I O N F RO M T H E B I O G R A P H Y O F P RO F E S S O R N I C K P E T F O R D I N T H E U N I V E RS I T Y
O F N O RT H A M P TO N C H A N G E M A K E R A P P L I C AT I O N R E P O RT , 2 0 1 2
www.northampton.ac.uk/changemaker
www.northampton.ac.uk/changemaker
The strategy to mainstream the Changemaker ethos through 2013/14 comprised of four
elements, designed to implement the advice from Ashoka U on institutional strategies and to
secure the advantage created by the designation:
1. Change the language: The Raising the Bar strategy only mentions 'social
enterprises'. This was too narrow to resonate in all the University Schools, and was
focussed only on the end point of processes of innovation and entrepreneurship.
Designation as a Changemaker campus signalled a wider language of
changemaking covering social innovation, social entrepreneurship and social
ventures.
2. Access a consortium of like-minded Universities: Ashoka U is a group of
universities (up to 30 in around the world) who support Ashokas aims and are
recognised for their efforts. In 2013, we were the first and only University in the UK
to join this group and share in their knowledge and experience.
3. Establish a Changemakers core group: this was a network of students, staff and
academics across every part of the University who understood and were
enthusiastic about the contribution of social innovation to the University strategy.
4. Create a co-curriculum Certificate: a structured and collaborative learning
process to explore a social problem and devise innovative solutions, ready for
implementation. This could be any sort of initiative or venture, focussed on solving
social problems. This is supported by a set of resources at
www.northampton.ac.uk/changemaker which encourages and supports students
and staff to become changemakers. At the core of it is the Changemaker Certificate
and a series of events and activities.
www.northampton.ac.uk/changemaker
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www.northampton.ac.uk/changemaker
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Engaging our students with Changemaker has taken a number of different forms depending on
whether or not the initiative sits within or outside the curriculum. From developing an extracurricula employability offering, to projects seeking to explore conceptions of Changemaker
with the student body, or support for student-led initiatives recognised in the inaugural
Changemaker Awards dinner in October 2015, significant foundations have been laid in
ensuring that in the near future, no student at Northampton will graduate without having had at
least one meaningful engagement with the Changemaker ethos.
Responsibility for embedding the Changemaker ethos into curricula sits with the University
Institute of Learning and Teaching in Higher Education (ILT). This small team continues to lead
a number of projects that have moved from exploring staff and student conceptions of
Changemaker through to projects that seek to implement a cross-institutional approach to
ensuring that all Northampton students have a recognised entitlement to engage with
Changemaker through their academic studies. Work in this area can be summarised in the
following 10 challenges2:
Challenge 1: To understand what Changemaker means to the University of Northampton
Challenge 2: To nurture a shared discourse around Changemaker in the curriculum
Challenge 3: To develop a point of reference for understanding the alignment between
Changemaker and employability
Challenge 4: To develop a theoretical model to underpin curriculum design and redesign
Challenge 5: To develop tools and resources to support curriculum design and redesign
Challenge 6: To pilot the theoretical model, tools and resources in the design and redesign of
academic programmes
Challenge 7: To confirm the Universitys approach to curriculum design for Changemaker
through staff development workshops and Change of Approval processes
Challenge 8: To update quality assurance policy and procedures for new programme
approval (Validation) and approval of changes to existing programmes (Change
of Approval)
Challenge 9: To propose a sustainable approach to curriculum design for Changemaker
Challenge 10: To continue to find ways to share good practice towards embedding social
innovation across the higher education curriculum
Embed CM
http://www.northamptonilt.com/changemakerinthecurriculum
In an effort to develop a model of learning and teaching for Changemaker that is relevant and
impactful to the learners and teachers at Northampton and to embody the Everyone a
Changemaker concept across the disciplines and in different levels of study, the Institute of
Learning and Teaching commenced a project to develop its own conceptual framework. In
2
These challenges were originally articulated in the CEESI report: Alden Rivers and Maxwell (2015).
www.northampton.ac.uk/changemaker
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A number of resources have been produced as a mechanism for sharing understanding and
good practice (Challenge 2). Most significantly, these include a publication of cases studies on
Changemaker in the Curriculum, some further video case studies and an associated web area.
This phase was followed by a thematic literature review that sought to better understand the
human attributes associated with being a Changemaker and their connection with employability
(Challenge 3). A set of 15 attributes emerged from this study
Self-confidence
Perseverance
Values-driven
Self-awareness
Leadership
Action orientation
Problem solving
Critical thinking
Empathy
Emotional intelligence
Reflectivity
Communication
Social intelligence
This research provided a strong foundation for the next, small-scale project looking at ways to
situate this work in educational theory, enhance the curriculum for employability and social
innovation and develop tools and resources to support the learning and teaching of social
innovation and social impact: CEESI.
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The Changemaker ethos and activities enhance the graduate employability of University of
Northampton students by specifically focussing on delivering the most important skills to
develop in employees to drive company growth identified by the Flux Report
Leadership skills 62%
Interpersonal skills 53%
Resilience 43%
The objective is to ensure that graduates are able to evidence what they have done to
implement those skills, and implement those skills for public benefit. The Changemaker ethos
also focuses on the creativity and problem solving skills of the graduates by presenting global
social and environmental problems to be tackled and developing innovative solutions to tackle
those problems. The best of those ideas are taken forward initially via the Enterprise Club, and
then subsequently with Inspire to Enterprise. It is through these support mechanisms that ideas
are explored, prototypes trialled and, if possible, developed into operational enterprises or
behaviour-change initiatives.
This Big Ideas Bonanza funded 20,000 of initiatives in 2010, 64,000 in 2011, 57,000 in
2012 and 34,000 in 2013, as the funding was switched to the new Social Venture Builder
programme which offers support, funding and access to the MA in Social Innovation.
Some examples of the former include:
Resile (an online counselling service for students making use of the internet to
connect counsellor with counsellee)
Idid Adventure (an organisation enabling people with additional support needs to
participate in extreme sporting activities),
Tap the Table Productions which is a theatrical production company which
specialises in the tragicomedy genre, encourage audience members to seek help
with regard to their mental health issues regardless of how minor they may seem ,
and to encourage those not suffering from mental health issues to support those
who do.
Forest@UN, a Forest School aiming to tackle the lack of access to play spaces and
the natural environment, by allowing children to learn within a safe, natural,
woodland environment. Forest@UN has already been used by students from
Eastfield Academy, who will be making several return each term.
Ghostdavandal Originals Ltd, a customization company delivering creative
workshops within the community, schools and youth centres. Their initiatives
Lemon Pop Workshops and Customize Ur Life, are aimed at raising cultural
awareness and learning vital transferrable skills that are necessary for selfdevelopment.
www.northampton.ac.uk/changemaker
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www.northampton.ac.uk/changemaker
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This section of the report charts the various extra-curriculum offerings available to students.
Employability Plus
http://bit.ly/ucee-welcome
The University of Northampton is committed to developing graduates who are not only
qualified to get their first graduate job but who have also developed the skills they need to
progress through that job and move onto new opportunities. With a strong set of employability
skills, a graduate has a secure base for any career changes in the future.
Employability Plus is a points-based system for students to develop their employability skills
and experience. The Changemaker Hub works with students throughout their degree to
develop and enhance employability skills. Finishing university with a good degree is great,
graduating with a well-rounded and complete set of employability skills is even better. There
are a wide variety of additional opportunities to develop these skills including volunteering
opportunities, work placements, internships, part time jobs and the opportunity to become a
University Ambassador. Students are then supported to evidence these skills through their CV,
job applications and interviews.
www.northampton.ac.uk/changemaker
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All students at the University of Northampton can take part in Employability Plus. Employability
Plus is unique to the University of Northampton and provides the opportunity to gain more than
just a good degree. It incentivises, rewards and recognises a students investment in activities
taken part in outside of the degree programme; supporting them to Give More, Get More, Be
More.
17
of the projects that have been developed under the Changemaker certificate (which was
formally launched in October 2014) and the predecessor modules and initiatives.
Abi is a business student. She sees that her brother and mum are struggling to
understand his homework and realises that there is no service that connects
parents, pupils and teachers around homework. She presents an idea of Homework
Hub, and receives 500 initial funding from Unltd to explore the idea more. She
implements the Homework Hub website and gets lots of interest from schools to
develop and implement her initiative. When she graduates, she has to get a job and
therefore development on Homework Hub is not progressed.
Vanessa is a community development student. In her first year, her baby brother
Kabel dies soon after birth and her mum is unable to pay for a memorial. She
recruits her classmates to volunteer to raise funds, and does so for several other
mums in the same hospital. She spends her second year running the charity Friends
of Kabel she has set up and wants to make this a national charity. Vanessa has to get
a job when she graduates, but her charity needs to grow more before she can get a
salary from running it.
Emmas fianc has aspergers, but not severe enough to receive funding for respite
care. Emma wants to help start a charity to help young carers. She is doing so with
the local library services but needs a little seed funding to get started and access
larger funding streams.
Ahmed is a Somali student. He wants to help his children with their English
homework, but he doesnt know what synthetic phonics is and how it works in
Arabic. Ahmed devised a plan for a website to explain through Arabic how synthetic
phonics works and how parents can help their children.
First year Chantiece uses survey methodology to establish that only 36% of students
know about the counselling and pastoral services on campus despite the fact that
79% of those who have used the service rated in good. She plans to design and
deliver a media campaign on campus to raise awareness, reduce stigma and develop
a better awareness of mental health issues on campus.
Danielle and eastern European student Anastasia identify food poverty as a national
student problem, and work together in a team to network across the university,
speaking to Residential Life staff and Students Union colleagues to design and
deliver during their second year a volunteer cookery classes to first years students,
specifically designed around the skills of the students and the constraints of cooking
in a student flat.
These are just a few of dozens of staff and students who are working on the Changemaker
Certificate, developing their initial ideas about and experiences of social problems into solutions
that are well researched and have experimental evidence of success. Currently, we have a dozen
www.northampton.ac.uk/changemaker
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or more distinct ideas and projects being developed, with robust evaluation processes to ensure
that they are good ideas and solutions.
The objective of the Changemaker Certificate is to engage all of our students and staff in
exploring and developing solutions to social problems, becoming the UKs largest social
innovation funnel, with ~20,000 people involved every year developing ideas and solutions. A
future step to implement that vision is a Challenge Fund that supports the Changemakers (those
who reach silver or gold standard) to implement their idea, especially after graduation. This
fund could be a mix of funding or mentorship from our alumni and philanthropists, but
effectively gives a year for our best graduates to implement their plans.
www.northampton.ac.uk/changemaker
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Stephanie (left), a third year Criminology student, became the first ever recipient of the
University of Northamptons Changemaker Gold Certificate in
2015. Stephanies Changemaker project was created to help
students with autism, by offering a mentoring scheme to provide
support and advice.
www.northampton.ac.uk/changemaker
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The Centre for Achievement and Performance (CfAP) have been re-conceptualising Library and
Learning Service (LLS) teaching and learning resources and approach in the light of the core
institutional directives for Employability and Changemaker. One of the key aims for the project
has been to seek ways of making the values from these two areas more visible to students in
their own provision. In addition, they have ensured that they were modelling and promoting
Changemaker ways of being, ways of working to encourage student ownership and the
development of skills such as strategy analysis and perspective taking. CfAP are seeking to
empower students by promoting transferable thinking from their academic development to
their professional identity and even more so, to think of themselves as agents of change in their
communities. In the collective conversations between the three teams (CfAP, Employability and
Changemaker) CfAP started by developing a core set of language that indicates key attributes,
such as empathy, integrity and
authenticity. These have been
utilised to reshape both CfAP
and other LLS Teaching and
Learning resources toward
addressing these values and
attributes directly.
A pack (illustrated right) on
working together on a group
assignment
now
directly
addresses empathy, integrity
and negotiation. CfAP are also
shifting the tone of the
resources towards not just the
tangible skill the student is
acquiring but also the purpose
and context. Study guides and
info-graphics
are
being
developed which target these
values
and
attributes
throughout and which will
eventually be hyperlinked to a
glossary and cross-referenced
to other teams resources. In
time, e-tivities and videos will
also be developed.
www.northampton.ac.uk/changemaker
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Student Union
Victor Agboola
Planet Too Week 2014 introduced hundreds of new and returning students to the sustainability
project, designed to create pro-environmental behaviours and reduce the carbon footprint of
our members. Planet Too Week followed the Students Unions first Volunteer Conference,
which saw 320 of its volunteers from Sports, Societies, Planet Too and other student volunteer
groups come together as a collective to further learn about their roles, but also develop their
personal and employability skills.
Environmental Science students volunteer with a range of local wildlife and conservation
organisations and also gain experience of undertaking environmental audits within social
enterprises and other businesses.
Computing and Engineering staff have again been active in supporting Nuffield Bursary projects
for talented 6th form students who aspire to be scientists and/or technologists.
Staff and students from across the School engaged in a wide variety of outreach and aspirationraising STEM activities during 2013/14, including National Science and Engineering Week
activities, Women into Science and Engineering workshops and Summer Schools.
The Library and Learning Services department have been working with two Northamptonbased organisations Olympus Care Services and Diversiti UK (on their Breaking down the
Barriers project) to provide placements for people who have been struggling to find work.
They have run successful reading groups for organisations in Northampton for some time
including at the YWCA, CANS and a Womens refuge and they have recently expanded groups to
Anchor House (MIND). Groups are facilitated by LLS staff but hosted and supported in the
community. LLS also continue to work with local schools (Castle and St Marys) on the Story
Seekers project which gives students the opportunity to promote reading in a school setting.
The Division of Psychology is engaging with the Universitys Ashoka U Changemaker agenda by
offering a new first year undergraduate module in Positive Psychology and revalidating its
programme with Changemaker ethos formally embedded in the core design documents. The
core study area for this module is the 'Values in Action' catalogue of virtues and character
www.northampton.ac.uk/changemaker
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strengths. One of Positive Psychologys central tenets is that well-being can best be achieved
through the development of positive character strengths. This contrasts with more traditional
approaches in Psychology that seek to target pathologies and deficits. Positive Psychologys
Values in Action character strengths resonate totally with the Changemaker + values and
behaviours. As a result, this new module will be used to platform our employability and
Changemaker agendas for first year students.
Students will encounter a number of different topics from a Positive Psychology perspective.
These topics include stress and resilience, health and happiness, work satisfaction, spirituality,
relationships, and optimal performance and achievement.
Several projects across media, fashion and product design which will culminate in an exhibition
called "Change maker in May 2015 at Northampton museum and art gallery.
Two British council funded projects which are around 'making ' as heritage - narratives of value,
meaning, identity from objects, making , dialogues and community.
The School of The Arts will be running two symposiums in the UK hosting delegates from India
and Turkey bringing together, arts media design and engineering academics and industry to
explore and debate the above issues. Students across the globe will gain an understanding of
the importance of each other's disciplines can play alongside an awareness of how to be a
change 'maker'.
The project will draw upon each countries heritage, culture and local conditions and social issue
alongside an understanding how they can be a change maker. The Indian project is based in
Gandigar, Gandhi's hometown and discussions around at how heritage skills and craft can
transform communities into a sustainable future.
UN TV
Ian Wallace
The Media and Journalism programme team are working on developing an online TV channel/s
UonTV) and also trained a community development student to film the Social innovation
conference earlier in 2014. This initiative ties in with a student production team called Become
the Media which aims to assist students get creative industries experience through internal and
external project briefs, develop their CV and portfolio, and allows them to graduate with up to
date referees, having access to a dedicated web page hosting all their information, and work for
at least one year after graduation.
www.northampton.ac.uk/changemaker
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Human Resources
Deborah Mattock
Since February 2013, the HR department significantly enhanced the induction and professional
development of the staff of the university through:
Staff Orientation (for all staff). Usually this is a 30 minute session delivered by
various staff
Focusing on Delivery - this is a half-day session (that all staff have to attend) and
we discuss Changemaker at the end for 15-20 minutes.
Thriving in a Changing Environment - this is a half-day session (that all staff have
to attend) and we discuss Changemaker at the end for 15-20 minutes.
Changemaker is discussed during three elements of staff orientation.
Usually for each session this consists of an overview of what it is, background and what it means
to a member of university staff.
www.northampton.ac.uk/changemaker
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Future Vision
The features provided in this report demonstrate just a few of the initiatives and developments
that have taken place in response to the designation in 2013 by Ashoka U of the University of
Northampton as a Changemaker Campus. We are proud to have been the first in the UK, but also
glad to welcome Glasgow Caledonian University and Dublin City University as the other Ashoka
U campuses in the EU. More Universities are getting involved as the network expands to Latin
America, Australasia and to Europe.
People move on, though. Key people retire, like retired Dean of the School of Health, Sue Allen,
or move on like former Dean of the School of Social Sciences, Chris Moore. Both were
instrumental in helping getting Changemaker on the agenda and keeping it there. Many other
people have moved and shifted roles within the University. The next steps for the University is
to go beyond the individuals and projects to the systems change- embedding Changemakerness
into daily activities.
The first step of that is the
publication of the new 2015-2020
University Strategy Transforming
Lives and Inspiring Change. This
marks a return to the foundation
document of the University and its
long-term vision. Nothing has
changed for the University, in that
transforming lives and inspiring
change has always been there - more
often as a strap line on a University
document rather than as a deliberate
strategy. The return of this mission
signals that Changemaker is the
universal terminology that shows
how transforming lives and inspiring change is achieved- through social innovation, creativity
and deliberately training our graduates in 21st century employment skills, as well as immersing
them in a professional or vocational environment.
With the closure of one institutional strategy (Raising the Bar) and the introduction of a new
one (Transforming Lives , Inspiring Change) the work to consistently embed Changemaker in the
Curriculum continues. Currently, this is taking the form primarily of the ChANGE project:
Changemaking at Northampton for Graduate Employability. In a nutshell, this project seeks to
ensure that all students receive an entitlement to engage with Changemaker, employability and
digital literacy skills, behaviours, capabilities and attributes through their curriculum, primarily
through a redefinition of the key skills framework in the University Modular Framework
www.northampton.ac.uk/changemaker
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governing programme and module design and operationalised through learning outcomes and
assessments, and through implementation of the zone of pedagogical praxis via programme and
module learning and teaching strategies.
The new strategy has been accompanied by a restructuring of the university, with new Faculties
gathered around four new Changemaker challenges. The key activities going forward seem to
be:
Embedding Changemaker ethos and skills into the design of new programmes
through the CAIeRO workshops and through learning outcomes in every module-in
the ChANGE project
A celebration of the most socially innovative programmes and awarding them Gold,
Silver and Bronze awards for their impact on society
With a good support infrastructure in place, developing the ability of the students to
develop and implement their solutions to the student experience challenges
www.northampton.ac.uk/changemaker
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www.northampton.ac.uk/changemaker
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Copyright: University of
Northampton
All Rights Reserved, 2016
University of Northampton
Park Campus
Boughton Green Road
Northampton
NN2 7AL
Northamptonshire
United Kingdom
www.northampton.ac.uk
www.northampton.ac.uk/changemaker
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