1

About Changemaker Campuses

Ashoka U believes that in order to prepare students and universities to thrive in and make a positive contribution to today’s world, higher education needs to
shift from traditional (i.e. slow to change, siloed, risk-averse, hierarchical, rigid, bureaucratic) to more innovative and entrepreneurial (i.e. open to change,
creative, collaborative, everyone contributing ideas). With increasingly rapid change in higher education, such as the proliferation of online learning and
students’ desire for action-oriented education, universities need to adapt their ways of organizing and leading to stay relevant.

The university of the future empowers students and all university stakeholders to be changemakers, firmly embeds changemaking into its culture and
operations, and works to address both local and global challenges.

Changemaker Campuses are leading the movement of millions of students, faculty, staff and administrators to bring the skills of changemaking to their
education, research, work, and communities worldwide. As a network of 37 diverse institutions across seven countries, they are re-envisioning the role of
higher education and the university in society at the systems level.

Changemaker Campuses believe in:

1. Advancing higher education as a force for social impact;

2. Empowering students to lead and develop the skills of empathy, distributed leadership, collaboration and creative problem solving;
3. Investing in the continuous development of faculty and staff as educators and changemakers;
4. The importance of empathizing, listening and communicating;
5. Building mutually beneficial partnerships with local and global communities;
6. Operating in socially and environmentally conscious ways to model changemaking for students and other institutions and contribute to the
vitality of people and the planet;
7. Leading by example and actively sharing their learnings and best practices;
8. Measuring their impact and sharing results to advance the field of social innovation and changemaking in higher education;
9. Actively supporting each other and participating in new collaborations advancing the field of social innovation and changemaking in higher
education that emerge out of the Changemaker Campus Network;
10. Contributing to an Everyone a Changemaker world.

2
Changemaker Campus Criteria Overview
To become a Changemaker Campus, an institution needs to meet the following criteria for creating a strong campus-wide social innovation
and changemaking ecosystem:

1. Visionary Leadership:
Strong senior leadership and Change Leaders with the vision to embed social innovation and changemaking across the institution and make a major
contribution to the field of social innovation in higher education.

2. Innovation and Excellence in Changemaker Education:

Access to and support for high-quality curricular and co-curricular programming and research that is innovative or adapts existing models of
excellence in new ways.

3. Institutional Culture and Operations:

An institutional culture and operations that show the institution’s social and environmental consciousness and commitment to social innovation and
changemaking.

4. Major Contribution to the Field of Social Innovation and Changemaking in Higher Education and Commitment to Contributing to an
Everyone a Changemaker World:
a. A major contribution to the field of social innovation and changemaking in higher education through their institutional perspective, culture
and operations; social innovation programming; and field building activities.
b. A commitment to collaborate with the Changemaker Campus Network, Ashoka Fellows, the Ashoka network and other strategic partners on
major new ideas and movements to contribute to an Everyone a Changemaker world.

3
 Changemaker Campus Criteria | Summary Sheet

Institutional Ecosystem for Social Innovation and Changemaking Summary

Two to three Does the institution have two or Professor Nick Petford, VC, creates strategy and directs
Change Leaders three Change Leaders with University Management Team (UMT)
(faculty, staff complementary perspectives and Wray Irwin as Director of the Changemaker Hub directs
and/or influence? student-facing services, including widening participation
administrators) and community partnerships
with
Tim Curtis, Senior Lecturer in Community Development
complementary
perspectives supports faculty in responding to the teaching & learning,
and influence, development of content and curricula, teaching credit-
and the bearing classes on social innovation to over 2,500 students,
Visionary Change
institutional running a Changemaker Certificate which has reached over
Leadership Leaders mandate, vision 500 staff and students, and editing the Social Innovation
and grit to Handbook which has been read over 22,000times
advance social
Sylvia Hughes, Governor, directs board-level strategy
innovation and
changemaking development and stakeholder participation
across the
institution.
Do the Change Leaders have the Yes, the Institutional Strategy ‘Transforming Lives and
institutional mandate and support Inspiring Change devotes page 8 to setting out how social
to advance social innovation and impact brings together the University’s four critical

4
changemaking across the operational elements of student experience, intellectual
institution? capital, strategic alliances and financial sustainability, and
sets the scene for the outward looking Changemaker
Challenges, and creates the outcome measure of 60%
FTUG taking Changemaker ‘badged’ activities in the
Operational Plan page 4. This has been interpreted as both
CM Hubs engagement but also degree programmes,
through embedded CM learning outcomes in the COGS
project & CAIeRO programme design process

In Sept 2013, Wray Irwin, originally a University/Young

Foundation Social Entrepreneur in Residence was
appointed as the Head of the University Centre for
Employability & Engagement, which became the
Changemaker Hub. In 2015, Wray was granted the Queen’s
Award for Enterprise Promotion in recognition of his work.
In 2014, Tim Curtis was awarded the Court Award for his
contribution to social innovation at the university.
In May 2015, deputy Chair of Governors, Sylvia Hughes was
appointed as the sponsoring governor for the Changemaker
initiative across the University
Oct 2015 saw the first development of the University-wide
Changemaker Challenges by the University Board

Do the Change Leaders have the The 2017 Changemaker Survey

following characteristics? In April/May 2017, the UN ran a repeat of the 2012 Self-
Intrapreneurial/entrepreneu evaluation survey to establish how the university has
changed since then. the detailed responses of the
rial track record

5
Experience in social participants are available here. Below are some
innovation and demographic observations, by necessity partial as the
changemaking in higher number of participants continues to increase.
44 people responded to the CM Survey of 2017, up from 18
education
in 2012. The demographics of the respondents are shown
Alignment with Ashoka’s below. The 2012 Survey did not involve any students.
Everyone a Changemaker
vision and commitment to A third of the respondents have multi-disciplinary teams
social innovation and and students involved in their CM activities.
changemaking in higher Over 74% of the respondents scored highly for empathy,
education and a quarter reported moderate levels of empathetic
practice. (2012 scored 77% from a smaller group)
Social and emotional
Over 2/3rds elicited advanced teamwork skills, and over
intelligence 80% high levels of entrepreneurial spirit (up from 72% in
Fluid leadership 2012)
Collaboration and team of Over 50% of the projects and initiatives involve students
teams orientation and community members, although a quarter of the
Ethical fiber participants indicated that students and community
Self-definition, with the members have yet to be involved in their projects (the 2012
respondent were more confident, at 72%). 50% of the
ambition for large-scale
projects have high levels of student or community
impact in higher education involvement, much the same as 2012.. However, 80% of
and beyond the projects have experts in social innovation and
entrepreneurship firmly involved, up from 40% developing
in 2012. Just over half the projects are evaluating and
measuring impact actively, whereas 60% of the projects
were only just thinking about it in 2012.

74% of project have the support of senior leaders, down

from 94% in 2012. This might be because of the greater
numbers of projects, and therefore lower visibility of direct
support from senior leaders than in the smaller group in
6
 2012.
72% of the 2012 cohort indicated that the Students’ union
were not or barely involved, whereas in 2017 this had lept to
72% stating that the SU was involved.

In 2012, 77% of projects were actively involving students as

paid Ambassadors or volunteers, this had dropped to 22%
by 2017
In 2012, 22% of the project felt that they had somewhat
empowered the participants, but by 2017 this was 45%.
In 2012, 50% of the project were just beginning to develop
leadership skills with students, but by 2017, 65% were
confidently developing these skills.
In 2012, 61% of the projects were not confident about
developing meaningful experiences for students, but by
2017, this had dropped to 35%.
In 2017, 51% of projects gave opportunities for
publications, in 2012, this was 37%, and opportunities for
collaborative research teams was up from 22% to 46%.
27% of the participants were confident that there was a
strong ecosystem for innovation in 2012, by 2017 this was
32.5%. In 2012, 39% thought that the funding for social
innovation was just developing, this has increased to 52% in
2017.

Do the Change Leaders have staff Allocated CM time

time adding up to at least one full- Wray Irwin (CM Hub) 1.0 FTE
time equivalent? Julia Jolley (CM Hub) 0.7 FTE
Sarah Pasam (Voluntary Impact Northampton) 0.5FTE
Liam Norton, Community Engagement Advisor 1.0 FTE

7
 Abi Wicks (Social Enterprise ) 1.0 FTE
Bruce Paterson (CM Credit Union) 1.0FTE
Kate Robinson (CM Hub) 1.0FTE
Rowena Panter (CM Hub) 1.0 FTE
Janice Watkins (CM Schools) 1.0FTE
Tim Curtis, 0.5 day per month

Mainly involved in CM activities

Simon Denny
Kulwinder Kaur
Sharon Irwin
Hiten Vyas
Advancement team (Alanah Gelling, Belinda Bradshaw,
Gergana Georgieva)
Institute for Social Innovation and Impact (Richard
Hazenberg, Meanu Bajwa-Patel, Saneeya Qureshi, Asteria
Brylka, Toa Giroletti, Sophia Quach)
Institute for Logistics, Infrastructure, Supply, Transport and
Travel (Liam Fassam, Pouria Liravi, Samantha Evans)
Enterprise Club (Sharon Irwin, Hiten Vyas)
Northamptonshire Growth Hub team (business
changemaker challenge, 11 individuals)

Senior Does the executive and academic Page 17 of the 2016 Financial Statements from the Board of
Senior leadership view the vision and Governors demonstrates how the EACH vision is embedded
leadership fully
Leadership
supports social mission of the university as aligned into the charitable status and public benefit statements of
Champions innovation and with Ashoka’s EACH vision? the university

8
changemaking Does the executive and academic Senate is the highest decision-making body at the
as a key priority leadership have support from other University. Social Enterprise, Social Innovation and
of the institution senior leaders (i.e. Deans, Vice Changemaking topics have been raised and reported on
and the mission
Presidents, Trustees)? regularly (especially as lower committees report up to
and vision of the
institution are Senate, in particular the COGS learning outcomes project,
aligned with below). Of particular note are two Senate minutes; of 18th
Ashoka’s March 2015 as the Raising the Bar strategy was being
Everyone a renewed and the Changemaker Challenges being proposed,
Changemaker and of March 27th 2017 when the report on Renewal was
vision. Senior presented and positively received.
leadership
support can be Are they publicly endorsing ideas University website is primarily aimed at applicants to the
shown, among
and values of social innovation and university. Those who apply do not generally self-identify
others, through
publicly changemaking? as Changemakers, but instead develop those skills and
endorsing ideas ambition whilst at the University. Hence the University
and values of commitment to Changemaker is presented though the CM
social Portal, which has had over 500 different users and 4,643
innovation and page-views since we started measuring usage in Dec 2016.
changemaking, https://www.northampton.ac.uk/about-us/
writing it into
strategic plans,
and embedding Films of endorsements
it into https://mypad.northampton.ac.uk/changemaker/endorsem
institutional ents/
communication
s.
Have they embedded or are See above Strategic Plan commentary above
planning to embed social
innovation and changemaking into

9
the university's strategic plan?
Are they eager to play a leading role
in advancing social innovation and
changemaking in higher education?
The University was reorganised in 2016 into academic units
which align directly with our Changemaker Challenges-
Faculties (Arts, Science and Technology; Business and Law;
Education and Humanities; and Health and Society);
grouped to encourage cross-disciplinary approaches to
learning and teaching and research and enterprise. In
addition, centralised Professional Services provide
consistent high quality services for students and staff. The
key student-facing areas are Library and Learning Services
(Chris Powis), Institute of Learning and Teaching (ILT) (Ale
Armellini, Rachel Maxwell) and Changemaker Hub (Wray
Irwin & team). ILT, established in 2013, has a remit to
enable transformational learning experiences through
inspirational teaching, active blended learning, and
pedagogic research, and is leading on the embedding of
Changemaker into the curriculum. The Changemaker Hub,
also established in 2013, leads on both the integration of
employability across the academic curriculum and
extracurricular student experience, in a way that contributes
to our Changemaker mission to have a positive social
impact.
Through this structure, the University is committed to an
holistic approach to delivering an exceptional student
experience for all which has Changemaker and social impact
10
 at its heart.

The institution Does the institution have at least The University does not have one module open to all
offers a balance one introductory course to social students, because previous experience with universal
of breadth and innovation and social modules in enterprise demonstrated that students
depth in entrepreneurship that is open to all struggled to engage with modules that were not obviously
curricular students and has been in place for at linked to their degree topic. Instead, there are now over 40
programming
least 6 months? modules that have been specifically inspired and informed
which embraces
experiential by CM related concepts and skills.
learning. Firstly,
all students Some whole programmes were early adopters of the CM
have the ethos,, BA Social & Community Development, Psychology,,
opportunity to Occupational Therapy, Events Management,
learn about Entrepreneurship, Psychology, Drama (Changemaker in the
Innovation and social
Excellence in Curriculum Case studies)
Changemaker
Curriculum innovation and
Education social
entrepreneurshi The next step is to introduce CM attributes into all degree
p through programmes at the Learning Outcome level in the COGS
introductory project.
courses that are
open to all Does the institution have at least The MA Social Innovation was launched in 2013 with the
students. two advanced courses or a course following modules.
Secondly, the sequence focused on social SOCM068 Social Innovation in Practice
institution offers
innovation and/or social SOCM066 Policy and Impact of Social Innovation
course
sequences, such entrepreneurship open to students SOCM067 Bold Procurement and Commissioning
as a major, from at least two different FINM039 Accounting and Finance in Social Innovation
minor, or departments that have been in place HRMM062 Leading Social Innovation
certificate, for at least 6 months? (this is being franchised internationally, see later)

11
which allow
students to The Social Venture Builder (SVB) programme has been
achieve an designed to offer distinctive, innovative, practical models
advanced
that build skills and competence while developing
understanding
of social investable and marketable solutions.
innovation and https://www.youtube.com/watch?v=JCX43QiJAuY&t=5s
social The SVB’s ‘incubator programme’ is a product of the
entrepreneurshi university's continued commitment to social enterprise,
p. Finally, the social innovation and social impact. It has previously
institution supported candidates to attract new contracts in excess of
embeds the
£6m and investment in excess of £500k.
concepts of
social https://www.northampton.ac.uk/business-and-
innovation and enterprise/social-venture-builder/
changemaking
into a variety of Does the institution show innovation Changemaker in the Curriculum
other disciplines and excellence in its curricular ILT have led on integrating Changemaker and employability
across the programming in social innovation into the curriculum through the Change programme. This
institution. and changemaking for the programme, developed through a campus wide
Changemaker Campus Network and consultation, is redesigning our degree framework with a
Note: Service
the field of social innovation and particular focus on redefining learning outcomes that
learning and civic
changemaking in higher education? embed Changemaker competencies and knowledge into
engagement
every programme of study. This identified the need to
programming
enable academic colleagues to understand how they can
alone do not
interpret Changemaker within their subject area and design
satisfy these
their courses that contribute to the social impact agenda of
requirements.
the university in a meaningful way

The ChANGE framework was approved for introduction at

12
the University of Northampton in June 2016. The
framework provides a model by which to enable
meaningful embedding of the University’s Changemaker
principles and our Employability Skills into the curriculum,
across all programmes and modules. Work has already been
completed to write ‘headline’ statements at Level 6 for 3
learning outcome categories, namely “Change, Self-
Direction and Collaboration”. Each of these 3 categories has
3 associated skills and the final skill – positive work ethic,
integrity and values, sits at the heart of the model.
https://www.northampton.ac.uk/ilt/current-
projects/changemaker-in-the-curriculum/

To support academic staff to write programme and Module

level Learning Outcomes that align with the ChANGE
framework, ILT has co-developed the following
Changemaker Outcomes for Graduate Success (COGS)
Toolkit. Learning Outcomes that are aligned with this new
framework will replace the existing Key Skills outcomes that
are presently included in Programme and Module
Specifications.
(Change and COGS specification)

https://www.northampton.ac.uk/ilt/current-
projects/change/

13
 Co-curricular Does the institution have at least Extracurricular opportunities are provided through our
opportunities two co-curricular social innovation Changemaker Hub linking Changemaker with
engage students programs that have been in place for employability, schools’ engagement and community action.
outside of the
at least 6 months?
classroom and
We provide support to students through the Changemaker
allow them to
experiment with Hub; working with students to plan their career and
the practice of employment priorities. This unique offer builds on the
social principle of ‘Give more, Get more, Be more’ and provides
innovation and access to a wide range of services including :
social ● Careers and employability support
entrepreneurshi
● Part-time and temporary work (Unitemps)
p. This may be,
among others, ● Student Consultancy experience (Raptor)
through ● Community engagement and Changemaking
Co-curriculum incubators, activities
competitions, ● Paid internships in relevant business sectors and
skills training social enterprises
workshops, ● Employer engagement events, work experience,
fellowships,
and sector specific talks
internships,
student ● Opportunities to explore self-employment and
organizations, venture development.
innovation labs, All of these enable students to create their own
on-campus employability journey; developing the skills, values, and
conferences, or behaviors needed to not only gain their first graduate role,
speaker series.
but to build their life time career.
The institution
provides a range
of opportunities To incentivise, reward, and recognise achievement in
that may appeal developing employability the Changemaker Hub provides

14
to a variety of the Employability Plus award. Described as ‘Nectar Points’
students and for employability’, all activities are captured in the Higher
levels of Education Achievement Record (HEAR) and form a
interest.
permanent record of development. (Student Handbook,
Note: Service p5)
learning and civic
engagement 4,833 students engaged with Changemaker activities
programming (35.8% of the student body) and 487 received a
alone do not Changemaker Certificate (compared with 369 in 2014/15).
satisfy these Nearly 4,000 students engaged with Employability Plus in
requirements. 2015/16 compared with 2,248 in 2014/15. (Teaching
Excellence Framework response, p3)

The Destinations of Leavers from Higher Education survey

(DLHE) survey reports 0.7% of our graduates starting a
business (0.6% UK) and 3.7% working freelance or self-
employed (5% UK). 67% of our students say we prepared
them well/very well in response to the question ‘How well
did your overall experience of higher education prepare you
for being self-employed / freelance or starting up your own
business?’ We have developed a comprehensive framework
to support self-employment as a career option. Self-
employment is promoted across much of the curriculum,
including areas that traditionally have fewer opportunities
for graduate level employment, such as social and
community development, and the arts. Extracurricular
business start-up programmes, ‘Dragon’s Den’ and grants

15

Does the institution show innovation
and excellence in its co-curricular
programming in social innovation
and changemaking for the
Changemaker Campus Network and
the field of social innovation and
schemes are provided to enhance curriculum provision.
Regular networking events with new start business owners,
alumni entrepreneurs, and external business networks
inspire students to think about the opportunities.
Our Enterprise Club offers support to all students and
graduates whether they want to start a commercial
business or a social venture: providing mentoring, coaching,
and business start-up support, funding, and access to
networking events, support in approaching banks, and
access to the Growth Hub. In addition, we offer support
through our business hatchery facility and our incubation
programme provided through our innovation centres
(Portfolio, ICON, and the Northampton Innovation
Centre).
The integration of our enterprise offer with the Students’
Union enables the widest possible access for students and
enables a coordinated support provision that targets
support where it is most needed. (TEF return, p12)
Changemaker Certificate
The first development after designation in 2013 was the CM
Certificate, first mooted as a Social Enterprise Certificate,
the plan was to create a multi-level credit bearing module
for all students, across all degree programmes. This turned
instead into a co-curriculum offering, delivered in a first year
16
changemaking in higher education? Social & Community Development module by third year
students returning from a social entrepreneurship
programme in Kenya. They wrote up their work, and
students supplied the graphics. This co-designed initiative
set the scene for many of the modules that now deliver CM
activities, was embedded in a number of degree
programmes, and has been used by faculty developing their
experience in CM topics. The content was hosted as an on-
line book for all partners to use for free (with over 22,650
views), as well as being broken down into specialist
websites. For example, the Developing Enterprising
Communities website had 158 users with 2,563 views in 6
months, and the Foundation programme had 45 users
viewing the site over 442 times in 3 months)

Changemaker LifeHack
The starting point for every student arriving at the
University is the Changemaker LifeHack, based on a ‘carbon
foot print’ quick diagnostic tool that gets the student
thinking about their passions and interests and signposts
them to the dozens of activities and services that the
University, Students’ Union and the town already provide.
They can create a personalised action plan which guides
them to the use of campus facilities and societies as well as
affecting on their personal social and environmental
impacts. The data we have so far indicates that 66% of the
users of the Lifehack in 2015/16 said that they were

17
 motivated by their passion for about making a difference in
society, although 82% of the same users were concerned
about improving their employability.

Does the institution produce Our social impact agenda is well served by our strength in
research and thought leadership in community-based research, identified in the 2014 Research
social innovation, social innovation Excellence Framework as world-leading. As the only
The institution education, social entrepreneurship, university in Northamptonshire, we have embraced our
encourages and/or changemaking? responsibility to lever social outcomes and opportunities for
research and Does the institution provide financial our communities through setting Changemaker Challenges
thought support and/or academic incentives in conjunction with our external partners and the local
leadership in to faculty, staff and students to community. Our students play a key role in helping to
social conduct applied and cross- design and implement the Challenges, which also carries
innovation, disciplinary research? benefits for our graduates, given the comparatively limited
Research
social graduate employment in Northamptonshire.
(optional) innovation The University spent £3.3m on research and enterprise
education, activities in 2014/15. By July 2016, a further £2.6m had been
changemaker secured and over £9.4m bids outstanding.
education, social ( UN Financial Statement 2016 pg10)
entrepreneurshi The University records all of its academic publications and
p and/or presentations via its repository NECTAR. It provides over
changemaking. 320 different papers using the following search terms:
Social entrepreneurship (96 papers), social enterprise (261
papers) and Changemaker (33 papers) and social innovation
(320 papers)

The campus Is changemaking a core part of the In 2015, the Staff Survey identified that 81% agree or
Cultural institutional identity and identity of strongly agree that “I support the University's commitment
Institutional community is
Alignment,
Culture and aware of and students, faculty, staff, and to Changemaker and social impact” (2015 Staff Survey, p2)
Awareness,and supports
Operations administrators? For students, as mentioned before, 82% are concerned
Engagement changemaking - with improving their employability (increasing to 98% in

18
including 3rd year), but 66% are passionate about making a
service, social contribution to society
justice, and civic
engagement - Does the institution have a unified The University started in 2010 with the language of ‘social
and social language and understanding of enterprise’, but this appealed only to those already involved
innovation.
changemaking and social in business terminology. Whilst ‘doing good stuff better’ is
Changemaking
innovation? used (Social Impact report, p2), the overarching connecting
is a core part of
the institutional word has been ‘Changemaker’. The connection of CM to
identity and Transforming Lives + Inspiring Change has lent some
identity of interpretive detail to that word, as well as connecting the
students, CM initiative to our foundational mission.
faculty,
administrators, Is the internal campus community In 2015, a group of students undertook a campus wide
and staff. aware of and does it support survey for an assignment. They presented the following
Faculty, staff
changemaking and social data to the Changemaker Core Group
and
administrators innovation? 71% of students were aware that the University of
actively Northampton is a Changemaker Campus
empower 50% of students within the School of Business were aware
students to lead of Changemaker
and be 30% of students said their knowledge of Changemaker was
changemakers. provided by their tutors
Cross-
26% could articulate what Changemaker meant to them
disciplinary and
cross- (Changemaker Core Group minutes, March 2015)
departmental In 2013/14 the Student Union President, Viktor Agboola
collaboration are made a significant commitment to supporting the
a core part of Changemaker initiative from the student perspective with
how the the following activities:
institution ● the first Student Summit in the UK, and outside the

19
operates, and Americas for AshokaU CM Campus members
the institution ● Helping to secure the £250,000 Planet Too
fosters environmental Changemakers project
collaboration
through
communication
Does the institution have strategic The University communications team shares changemaker
channels,
communication mechanisms to related news features and case studies across all the main
physical and
virtual spaces, communicate with key stakeholders university channels; including public website, intranet, staff
events, and around social innovation and weekly newsletter (UNify, which is sent to over 2,000
programming. changemaking? staff), staff Facebook page and @UniNhantsNews twitter
The institution account. The Social Media team, based within the Marketing
provides clear team, are responsible for the other corporate social media
student
accounts and ecommunications. This team also receive the
changemaking
pathways across content from the communications team to share on their
the curriculum channels which reach prospective students, current
and co- students, alumni and other key local stakeholders. Since
curriculum and receiving accreditation, Changemaker branding, casestudies
demonstrates and news feature have appeared within all main University
demand for publications, such as the annual review, prospectus, etc.
changemaking
and social
innovation Our academic governance structures affirm the importance
programming. of excellence in teaching through the establishment of two
first level Senate committees to oversee Student
Experience and Academic Quality and Standards. The
Inclusive Student Experience Group provides further
scrutiny and focus on ensuring positive outcomes for all
students. Membership of all these committees is drawn
from academic and professional service staff and students.

20

Does the institution empower
students to lead and be
changemakers?
Students and, where appropriate, employers, participate in
University formal processes and projects
A collection of news about CM activities on the university
website News stories
Empowering of students as Changemakers happens at the
module level- it is where the students spend most of their
time, and the faculty inspire the students through examples
relevant to their degree programmes. Over the next few
years, all programmes will have programme and module
level learning outcomes that demonstrate and evidence
where CM skills and attributes are being developed.
The newly inspired student can then further develop their
skills and experience (and employability) through the
Changemaker Hub opportunities, whilst the Students Union
helps to embed this work into their student-focussed
engagement through activism, representation and support.
The Student Union’s role and mission as a representative
body, service provider and diverse community of students
is to create confident, aspirational and knowledgeable
people ready to influence the world around them and to do
so in a manner that is in keeping with our values
http://www.northamptonunion.com/who-we-are/who-we-
are/our-mission
The Students’ Union have voted in April 2017 to establish a
Changemaker Part-time Office role, and tiered funding
21

Does the institution foster cross-
disciplinary and cross-departmental
collaboration among students,
faculty, staff and administrators?
structure for their societies, so clubs and societies that
undertake the most social action or volunteering, are placed
higher in the SU league tables, meaning they will have more
funding for the next academic year.
The CM Core group was established formally by the
University Management Team (with Dr Sue Allen as Chair)
in 2014, but has been meeting since 2011. The membership
of the Changemaker core group have been carefully
selected to act as ‘bridges’ to the existing committees,
schools and professional services in the University,
connecting them together in a ‘team of teams’ approach
suggested by Ashoka. Each member represents a conduit of
information and influence between the schools,
committees and services to ensure that Changemaking
becomes embedded into daily language and practices of
the University.
4 streams of activity
The ensuing discussion established 4 streams of activity to
keep the group focussed.
1. Communicating: opportunities for staff and
students to learn about Changemaking
2. Listening: the Changemaker+ consultation feeding
back the understanding of staff and students to influence
planning
3. Evaluating, and showcasing innovative and
impactful Changemaker ventures
4. Ensuring AshokaU review panel guidance is being
22

Does the institution clearly map out
potential changemaking pathways
for students?
Does the campus community
demonstrate demand for and
engagement in changemaking and
social innovation programming?
addressed in preparation for annual review
(CM Core Group minutes, Jan 2014)
Membership and activities of the CM Core group have
varied since 2014, sometimes meeting more formally, and
latterly being represented at Senate and the quality
enhancement committees. All members (past and present)
of the CM Core Group remain in active contact with each
other.
The University has developed a unique offering in the
Changemaker Lifehack. Based on carbon footprint
principles, the Lifehack is a web portal that ask students’
about their interests and passions across a range of social
environmental and economic issues, and then, based on
their responses, guides them to activities, events, services
and opportunities for engaging with the rest of the CM
infrastructure
(Lifehack 2015 Report)
There is also a thumbnail guide for all participants of the
University CM framework here
https://mypad.northampton.ac.uk/changemaker/a-quick-
guide-to-changemaker-at-northampton/
Since June 2015, 4,833 students have engaged with
Changemaker, that is 35.8% of the student population.
The Changemaker Certificate has been viewed over 22,650
times since July 2014.
23
 In 2015, 760 students used the Changemaker LifeHack.
Since 2012, the University involvement has grown from 3
modules on social enterprise to over 40 modules
specifically inspired by CM, a masters degree in social
innovation and a global Certificate in CM.
September 2013, 1,423 students have engaged with
environmental changemaking through the Planet Too
project

The Change Does the institution have a Change As well as the Core Group (the wider network of CM
Team brings Team that includes: involved staff, faculty and students and which has
together the Faculty from diverse schools, representation from every department), the CM Hub team,
necessary disciplines or programs and the active involvement of the University Management
expertise, Administrators / staff (such Team (UMT) the Change Team comprise:
diverse as service learning / civic
perspectives, engagement, admissions, Professor Nick Petford, VC, create strategy and directs
influence, and alumni engagement, University Management Team (UMT)
time to support development) Wray Irwin as Director of the Changemaker Hub directs
Change Team and the Change Student affairs / student student-facing services, including widening participation
Coordinating
Leaders in services representatives and community partnerships
Structure for Social
Innovation and advancing Social entrepreneur or Tim Curtis, SL in Community Development supports
Changemaking changemaking community partner faculty in responding to the teaching & learning,
and social At least two students, with development of content and curricula
innovation different graduation dates Prof Simon Denny, Executive Dean, Research, Impact and
across the Enterprise, and director of Institute for Social Impact directs
institution. social impact research and entrepreneurship activities
Team Sylvia Hughes, Governor, directs board-level strategy
composition development and stakeholder participation
and size may Nick Allen, Executive Officer, The Office of the Vice
vary depending Chancellor, co-ordinator and administration services
on the Arte Artemiou, Graduate Student
24
institution’s David Lewis, VP Development, Students’ Union
structure, size
and needs. Does the Change Team meet The UMT meet monthly, as does the Senate committee.
regularly? CM is regularly on their agenda. The CM Change Team meet
The Change at least once a term, but in practice are in constant contact.
Team is part of
or the stepping Do Change Team members have Change Team members’ time varies from 0.2FTE to full-
stone to a clear roles for advancing social time, but all have the direct support from the VC in this
campus-wide work
innovation and changemaking and
coordinating
structure for are able to contribute 10-30% of
social their time?
innovation and
changemaking.
The structure Does the institution have an CM is now more embedded than in 2012, where the Core
helps to institution-wide coordinating Group was the primary coordinating unit. Now, the main
coordinate structure for social innovation and university structure carries the CM agenda, from Governors
social Board meetings, through the Office of the Vice Chancellor,
changemaking activities?
innovation to Senate meetings, the University Management Team
activities and which consists of Faculty Deans and Heads of Service, to
resources across the Quality Enhancement and Student Experience
the institution. committees.
For example, it The degree programmes will be wholly embedding CM
may facilitate principles through CM learning outcomes, but a significant
communication number of programmes have addressed CM principles
and resource through the existing Programme Validation and Change of
sharing between Approval processes.
changemaking (Sample of CoAP, Validation and Periodic Subject Review
(i.e. service documents)
learning, civic
engagement) The Students Union are creating a Changemaker Student
Group responsible for sparking other students. This will be

25
 and social organised through the Changemaker Hub rather than the
innovation SU, but will be student led.
programming
and staff. Does the institution have open The University works across a wide range of social media,
communication and collaboration although it does not track specific CM related content. The
across all key stakeholders related to key channels for staff are Facebook and UNify email
social innovation and newsletter. UN staff Facebook – 454 Members of Staff.
changemaking? UNify – fluctuating staff numbers, but broadly hovering
around 2,000 people. 50% average interaction rate with
the Ecomms

Externally, the primary media channels are twitter and

Facebook.
@UniNhantsNews twitter account (established April 2016)
Total tweet impressions: 1,686,100 (monthly average:
140,508)
Profile visits: 32,341 (monthly average: 2,695)

University main channels (operated by the social media

team)
● Twitter: 26900 followers
● FB: 42648
● Facebook: 3,219,009 impressions 3593
engagements
● Twitter: 308,606 Impressions 8,593 engagements
● Instagram: 2,479 followers, 3893 engagements
● LinkedIn: 409,478, 3546 engagements
● Youtube: 1134 subscribers, 381,036 video views
● Pinterest: 10605 followers

Faculty and Staff The institution Does the institution help faculty and The Changemaker Portal is the home of the resources
Support for helps faculty staff grow their expertise in social available to faculty to develop their expertise in SI and CM.

26
Changemaker and staff grow innovation and changemaking and This is also supported by the content provided in the
Education their expertise in innovate the curriculum and co- Changemaker Certificate Handbook, available since 2012,
changemaker curriculum? and through the work of the Institute of Teaching &
education such Learning on Changemaker in the Curriculum. Tim Curtis’
as through primary responsibility is to support faculty in developing
trainings, grant their programmes.
support,
permission to In 2013, the University hosted the first ESRC funded
create or adapt CRITICAL:SE Reconstructing Social Enterprise seminar that
curricular and aims to show that (a) Social enterprise (SE) must not
co-curricular exclusively be related to business-related issues and
programming, outcomes, that (b) SE should be studied in terms of how it
support to is linguistically and politically constructed, and that (c) SE
collaborate scholars should become more aware of how their own
across assumptions, preferences, and interests have a direct effect
disciplines and on the knowledge they produce
departments,
and considering In 2014, the University hosted the 6th International Social
applied research Innovation Research conference which is an open
as part of the conference that brings together scholars from around the
tenure review globe to discuss the role of innovation in social businesses,
process. social movements, not-for-profits, state actors, and the
broader social economy

The University has also invested in sending key individuals

to the AshokaU Exchange, from 3 in 2013 to 15 in 2017.
Each participant, including students, are selected according
to their actual or potential contribution to furthering the
embedding of CM into the University, including Sylvia
Hughes (Governor), Rachel Maxwell (Institute of Learning &
Teaching), Viktor Agboola (Students Union President).

27
 Does the institution provide financial Since, 2010, the University spent over £175,000
resources to support social supporting students and staff directly in starting social
innovation’s growth, the hiring of innovation ideas, through the Big Bonanza and SEE
The institution staff, and the development of Change programmes. In 2017, The Changemaker Hub,
has sufficient coordinating mechanisms? Student Union and Enterprise Club joined forces with the
resources to ‘Give it a Go’ grant funding. The £1,000 funding has been
support the designed to support social action projects at the very early
growth and stages of development. Graduates can apply up to 2 years
long-term after graduation.
sustainability of
social The Vice Chancellor’s Innovation Fund has been running
innovation since September 2013. During this time over £60,000 of
across the funding has been issued to staff who sought to put forward
institution. For projects which would improve either the student or staff
example, the experience at the University. On the whole, projects have
Financial institution has allowed academic staff to purchase equipment or software
Resources social which have enhanced the student experience such as the
innovation as MApping project presented by Naomi Holmes and Adele
one of its Gordon or to introduced innovative learning and teaching
development practice into the classroom such as the project to introduce
campaign a whiteboard wall into one of the classrooms, which has
priorities or has been adopted into other spaces on the current campuses
an endowed and will be adopted in particular rooms at the Waterside
professorship in Campus. In 2015, with the introduction of the new Strategic
social Plan, each bidder was invited to consider how their bid
innovation. fitted with either the Strategic Plan or a Changemaker
Challenge. A recent winner from the Faculty of Health and
Society, has received £3,000 to purchase push bands and
appoint an intern which can be used to assess sporting
performance and can be used by students and staff in their
physical assessment of individuals and links directly to the
University’s Health and Wellbeing Changemaker Challenge.
28
 All research and enterprise bids won result in individual
workload adjustments; the staff Professional Development
Review has a focus on research and scholarly activity with
each academic entitled to 25 days. Internal funding is
offered to support conference attendance; recognition
through PDR and Associate Professor track schemes.

In January 2016, the university Board committed £20-

40,000 for the development and delivery of the
Changemaker Challenges in that year. (Board Minutes 2016
Page 8)

Does the institution have a robust,
multi-year funding model to support
social innovation in future years?
We have invested £5M over the last 3 years in creating the
UCEE/Changemaker Hub and have integrated employer
engagement, employability and Changemaker across the
University, as well as redesigning the provision of graduate
employability support for all Widening Participation groups.
(TEF Return pg11)

The institution Does the institution have a The seven Nolan Committee principles of public life have
has a commitment to inclusion and been adopted by the University and are integrated into its
commitment to diversity? code of conduct for Governors, External Committee
Social and inclusion, Members, University Officers and Senior Post Holders. The
Environmentall diversity, and HE Code of Governance highlights that the Board of
y Conscious sustainability.
Governors should recognise ‘that accountability for funding
Operations This may include
admissions and derived directly from stakeholders requires HEIs to be clear
hiring, sourcing, that they are in a contract with stakeholders who pay for
procurement, their service and expect clarity about what is received’; and

29
and investment that they commit to ‘full and transparent accountability for
practices. The public funding’ being ultimately accountable to funding
institution has bodies. Changes in the way HE is funded has led to a
meaningful
significant shift in how ‘stakeholders who pay for their
engagement
and mutually services’ is defined. The current HE bill going through
beneficial Parliament introduces an Office for Students making it clear
partnerships that Students are now seen as major stakeholders in the HE
with the local relationship and are the ones who are now paying for the
and global services of universities.
community.
Universities are no longer only accountable to government
and statutory bodies they are also accountable to students,
and our inclusion of student representation into the
governance structure illustrates how we address this
obligation by enabling student voice to influence decisions
and shape the student experience.

We monitor and record our staff pay ratios to help maintain

an equitable balance between the highest and lowest paid
members of the business. If we measure all staff including
senior staff paid outside the framework the current ratio is
1:12 If we measure staff on the framework only the current
ratio is 1:4. The last Equal Pay report concludes that the
overall trend for the University’s gender pay is a positive
one with current levels lower than the average UK figure for
2014. There are no significant pay gaps where work of equal
value is being done. We do not use unpaid internships and

30
there is a clear, written policy to this effect that has been
shared with employees. Our lowest paid workers are at least
in receipt of the living wage set by the Living Wage
Foundation and there is a clear, written policy to this effect
that has been shared with employees . (Social Enterprise
Mark application p16 onwards)

Students
Annually the University submits an Access Agreement (AA)
to the Office for fair Access (OFFA) which outlines how it
will invest a percentage of its fee income to improve
widening participation and access to HE for disadvantaged
young people (WP) , and improve student opportunity and
address differential outcomes for students from
underrepresented groups (SO). All AA milestones and
targets align with the university’s student Equality and
Diversity Action Plan (EDAP) and the University’s Strategic
plan. The AA is an important element of the University’s
commitment to social impact as it enhances the student
experience for ALL students to ensure that those from
disadvantaged backgrounds succeed in achieving their
ambitions. An annual funding allocation is made to the AA
of £4.672m. Whilst the development of an AA is a statutory
requirement for us, we have aligned our activity with our
social impact priorities so that we create social value for
communities as well as our students.
(SE Mark Application, p25 onwards)

31
Does the institution have a
commitment to sustainability?
Our Sustainable Waste and Resource Management
Strategy 2015 recognises that the University of
Northampton’s activities’ impact upon the environment
through its routine internal operations and infrastructural
development, and through its influence and effects on the
wider community . It acknowledges a responsibility for
protection of the environment at all levels, including the
prevention and responsible management of waste. This
position is highlighted in its publicly available Environmental
Policy , which is the basis for this strategy.
The University is committed to adopting a sustainable
approach to waste management, complying with all
applicable legal requirements, and is committed to
continual improvement and the pursuit of best practice. The
University’s Centre for Sustainable Wastes Management is
a UK Centre of Excellence for multi-disciplinary research, so
the University has a responsibility to demonstrate
excellence in the management of its own resources and the
waste it generates. The University of Northampton’s
Margaret Bates, Professor of Sustainable Wastes
Management, is the current President of the Chartered
Institution of Wastes Management, and is recognised as the
second most influential person in the industry by resource
magazine in 2017.
The University currently sends no waste directly to landfill
32

Does the institution have mutually
beneficial community relationships
and partnerships?
and has an estimated recycling rate of 69.1% (2014/15,
including food waste disposal). Its goal is to continue
treating all waste, so that none is sent directly to landfill. It
aims to ensure that all areas have access to glass recycling
and food waste collections, and not to send any useable
furniture for disposal or recycling. We have a strategic
partnership with a local social enterprise, Elsie’s café, to help
us reduce food waste (SE Mark application, p22 onwards)
We developed a Social Impact Action Plan which was
distributed to all developers interested in contracting to be
involved in the Waterside development. The Action Plan
was designed to be a document developers would find
useful in preparing their responses to the various stages of
the tendering process. The Plan explained how the
University wanted to work with suppliers to make a positive
difference, described examples of current activities, and set
out ten strategic principles. There are 283 local people
employed on site through the project supply chain; 34 local
suppliers are engaged with the project from multiple
sectors; Providing local students with vital experience in
construction
(SE Mark application, p28)
In addition to our support for student ventures through our
Enterprise Club, Students’ Union, and Changemaker Hub,
The University of Northampton has a long track record in
investing in social enterprises and joint ventures that
33
support social value creation. These include: -

Goodwill Solutions in which we have a 20% stake,

supporting ex-offenders into work through the provision of
a logistics company.
Connected Together CIC providing the Healthwatch
service for the county
Inspire 2 Enterprise a national business support service
available for social enterprises and community
organisations free at the point of access

The University of Northampton’s Enterprise Priorities plan

for 2017 – 2020 lays out our aim to deploy our existing,
and new, resources in coordinated partnership with key
local stakeholders to improve the economic metrics and
business environment of Northamptonshire. In achieving
this aim we will also improve graduate employability,
wellbeing, environmental and other metrics, including
support and investment in social enterprise joint ventures
that transform public service delivery.

Working with the Local Enterprise Partnership (LEP), our

employer engagement priority is to build a market for our
students by overcoming the barriers that employers
perceive and ensuring skills match to business needs.
Through the LEP, we formed the Northamptonshire Growth
Hub, attracting EU funding to improve the competitiveness

34
and innovation in the local SME economy. Two recent EU
projects being delivered by the Northamptonshire Growth
Hub in partnership with Northampton County Council are
Ready2Grow and Innovate Northants (in total worth over £7
Million), which aim to provide training, face-to-face support
and access to grant funding to help local businesses to
start-up and help established businesses and social
enterprises to grow. These projects also connect 120 SME
businesses with graduates
(who have relevant skills and expertise) through internships,
placements, consultancy projects and paid work. We work
with over 1,681 local and national employers, schools, NHS,
and local
authorities providing graduate level opportunities for our
students. (TEF return, pg12)

Student Community
Our staff and students are actively involved with their
communities through volunteering and work placements.
We deliver over £800,000 worth of extracurricular student
volunteering to the local community. In addition to
volunteering, the University also encourages its students to
become
leaders and create change, through initiatives such as the
‘Planet Too’ project. This project enables students to create
student-led sustainable businesses that provide income and

35
boost employability whilst having a positive impact on
the University and the surrounding community. Students
are able to save money, improve living standards and
become more environmentally aware in their student
housing through projects such as the ‘Student Switch Off+’,
one
of only three NUS Green Fund projects piloting off-campus
energy saving. This bridges the gap between university
life and the wider community ensuring students’ lifestyles
support sustainability after they graduate.Since the launch
of the Planet Too initiative in September 2013, 1,423
students have engaged with the project. Over 400 staff
and student landlords
worked together to provide better quality housing. (UN
Social Impact Report, p7)

Local Community
Through the ‘Championing Change Innovation Lab’ under
the auspices of Northamptonshire’s Police and Crime
Commissioner, we support community organisations to
develop innovative and enterprising public safety initiatives.
One example, among others, includes working with
minority Sikh women across four temples in
Northamptonshire to reduce the risk of domestic violence,
utilising a range of culturally sensitive activities to identify
risks and overcome cultural barriers that prevent access to
mainstream support services. Also, through the ‘Skills to

36
Succeed’ project, the University works in partnership with
an enterprise for post-16 education connected to a
secondary special school and a Community Interest
Company to support young people with Special Educational
Needs and Looked After Children (LAC), who are vulnerable
to becoming NEET. The project develops partnerships
between potential employers and NEET young people.
University student ambassadors have been recruited to
mentor the young people (trainees) from the partner
organisations. University departments have identified real
work experiences to develop the trainees to become work
ready, enabling young people to move towards economic
independence and improved wellbeing. (SEE Change
Recognition award)

International Community
Since 2012, over 30 students have participated in the
Balloon Ventures programme. The students spend up to six
weeks in Kenya helping communities to devise, develop
and launch new
businesses that improve livelihoods (and which resulted in
the development of the learning materials for the CM
Certificate). For those who took part in the Balloon Ventures
programme, it was a life changing experience. The impact
on their lives and their future careers has been considerable,
and the impact on the lives of the people they worked with
has been positive and rewarding.

37
The East African Playground (EAP) project involves students
from the University of Northampton volunteering to build
community-centred playgrounds in schools in Uganda. The
University’s relationship with EAP started in 2012 with one
student going to Uganda, and then inspired by the
experience, promoting EAP to other students. Since 2012,
22 students have participated in this programme, helping to
build playgrounds for local communities, and helping
students to develop their
entrepreneurial, leadership and communication skills,
ultimately enhancing their employability.

International Universities and Higher Education Institutes

The University has a structured framework for its
international higher education partners, called Educating
With Others (EWO). This outlined the access that non-
Northampton students have to the University facilities. The
University also evaluates the contribution that the partner
institutions make to CM. In particular through the Academic
Quality and Standards Committee that noted in 2015

“All [validation] events were required to explicitly consider

the alignment with the University Strategic Plan 2010-15 -
Raising the Bar - particularly in relation to employability,
social enterprise and internationalisation of the curriculum
and with Changemaker (Plus) campus status. Through its
audit of reports AARC was able to assure AQSC that these

38
 considerations were taking place appropriately.”

Our partnership with the Centre for Economic

Development Studies (CEDS) at the Vietnam National
University has enabled CEDS to secure research funding
from the British Council and the British Academy to develop
a bespoke social impact measurement framework for
Vietnamese social enterprises (the first of its kind in
Vietnam).

We have secured British council funding to work with

Ambedkhar University Delhi in developing the MA Social
Innovation at both Institutions and sharing best practice.
We have the Erasmus + project with Almaty Management
University in Kazakhstan which is investigating a joint
masters in Entrepreneurship. We also have the MA Social
Innovation delivered via franchise at DEI in Greece.

The institution Does the institution show evidence Learning & Teaching Quality Enhancement
embraces rapid of rapid learning and feedback loops Since 2012, the University has moved from a 5 year
Focus on learning and when creating new initiatives, periodic subject review (PSR) process where degree
feedback loops improving or creating new curricular programmes are reviewed from top-to-toe, to an Annual
Learning,
when creating
Iteration and and co-curricular programming, Rolling Action plan process of quality enhancement,
new initiatives,
Impact improving or
measuring impact and tracking informed by module level evaluations by students and
Measurement creating new student learning outcomes? university level metrics. A system of ‘traffic light’ quality
curricular and data dashboards has been in place for four years and
co-curricular reports performance against University thresholds and

39
programming, targets across an extensive range of student performance
measuring measures, including student feedback, assessment,
impact, and attainment, and continuation. Together with other
tracking student
qualitative evidence, including regular Student-Staff Liaison
learning
outcomes. Committees - a model initially proposed by the Students’
Impact Union and embedded since 2014 – this enables a cycle of
measurement is continuous improvement and the identification of good
a priority for the practice for dissemination at Module, Programme, Subject,
institution. Faculty and University level. While we have institutional
oversight of key strategic themes (e.g. NSS,
employability/graduate employability, continuation), we
ensure that each of these is actioned at the level of the
programme through a tightly monitored rolling review
process.
Whilst the majority of the innovative initiatives and
programmes have been developed outside this quality
enhancement process as it developed, there is now a very
strong backdrop against which new initiatives may be rolled,
tested, refined and improved in significantly shorter time
frames than the original five year plan. (TEF Submission, p2)

Waterside Social Impact process

We developed a Social Impact Action Plan which was
distributed to all developers interested in contracting to be
involved in the Waterside development. The Action Plan
was designed to be a document developers would find
useful in preparing their responses to the various stages of

40

Is social innovation and
changemaking impact measurement
a priority for the institution?
the tendering process. The Plan explained how the
University wanted to work with suppliers to make a positive
difference, described examples of current activities, and set
out ten strategic principles. Suppliers were given examples
of how the University made a positive difference to people
and the environment. The University’s Social Impact Action
Plan was underpinned by ten key strategic principles that
were intended to guide the development and delivery of
social impact initiatives and activities.
Social Impact procurement
Unique to the University of Northampton the Institute for
Social Innovation and Impact (ISII) aims to evaluate and
measure the impact of social innovations in the UK and
around the world, while also exploring the financing of, and
policy support for, social innovation. The Institute defines
social impact as ‘the economic, social and environmental
benefits delivered by an organisation to society’ and views
social innovation as any new structure or process that
enhances society’s resources and cohesion.
The ISII supports social innovators through the delivery of
academic research and consultancy services, including
social impact measurement reporting. The Institute
collaborates on multi-disciplinary research projects through
internal partnerships with other research institutes and
centres, as well through external partnerships with other
universities and organisations .
(SE Mark application, p27)
41
 Impact and Influence Strategy
Score
4 – strong 3 - developing 2 - weak 1 – non-existent N/A – not available

The institution is Is the institution able to a major Changemaker Certificate & Learning Outcomes
able to make a contribution to the Changemaker Our CM Certificate went through significant development in
major Campus Network through its 2012/13 with respect to credit/non-credit bearing status and
contribution to institutional perspective, culture and the various modes of delivery (especially flipped classroom
Major the
operations and/or social Innovation format), and instigated the COGS Learning Outcomes
Changemaker
Contribution programming? project. The Certificate learning materials have been used in
Campus
to the Field of Network United Kingdom, United States, Colombia, Singapore,
Social through its Nigeria,, Switzerland and Albania. We believe that the
Innovation institutional alignment of learning materials, as a flipped classroom
and perspective, format, with modular level learning outcomes for all degree
Major
Changemakin culture and subjects would be a significant contribution to the CM
Contribution
g in Higher operations
and Field Campus network
Education and/or social
Building innovation
and
programming Changemaker Schools Awards
Commitment
and field In 2013/14, the CM Hub developed the Changemaker
to Building an
building Student Awards specifically for schools, out of the CM
Everyone a
activities. Field Certificate. UN’s intention was that the Changemaker
Changemaker building
World Student Awards would ‘recognise, support and celebrate
activities may
the empowerment of students in making innovative and
include
convening other positive change in their school community and beyond’ and
institutions, that schools engaging in the Changemaker Student Awards
partnering with project would empower their students by going beyond the

42
higher education statutory curriculum to support them ‘…in developing,
influencers, and exploring and using the life skills such as self-management,
publishing team work, self-esteem and empathy and become
thought
advocates of change’. Alongside curriculum enhancement
leadership
pieces. and wider curriculum opportunities, UoN indicated that
project benefits will include promotion of active student
voice, particularly in regard to school improvements. (CM
Schools Award Evaluation). We believe that this approach
establishes pathways for an EACH world from K2 through to
(our ambition) Level 7 PhD. We believe that our experience
here will be useful to the CM Campus Network

SEE Change UK HEI Network

In July 2016 University of Northampton has been awarded
Higher Education Institution (HEI) of the Year 2016 in
UnLtd’s prestigious annual SEE Change Recognition
Awards, for its wide-ranging and successful work in the
areas of social enterprise, social impact, and social
innovation. The university has worked closely with Unltd to
influence the 59 members of the SEE Change network. We
have supported the University of St John, York with its
Social Solidarity and Innovation Strategy
Since the end of the SEE Change project in 2016,
Northampton has been involved in a smaller, more informal
partnership with University of Manchester, Coventry
University, University of Oxford and Oxford Brookes
University. The purpose of the partnership is to continue

43

Is the institution eager and able to
make a major commitment to field
building activities within at least one
year of joining the Changemaker
Campus Network?
enhancing the social enterprise agenda, and pool the
resources of the Universities involved to raise awareness of
the importance of the work of HEI’s in social enterprise with
policy makers and investors. Three conferences have also
been organised by Coventry, Manchester and the two
Oxford Universities over the current academic year. The
one organised by Coventry took place in March 2017.
Transport Integration
The University of Northampton, National Health
Foundation Trust and the County Council currently spend in
excess of £22m per annum on transportation services. For
the County Council, around £14m is currently spent on
home to school transport. Recently, St Andrew’s Healthcare
which employs some 2,500 staff in Northampton has
expressed an interest in supporting a proposal that a new
Social Enterprise be created to lead on transport and travel
planning for full partners across the county (County Council
Cabinet Report, p4)
Dementia
In Northamptonshire, there are an estimated 7,700 people
living with dementia. According to POPPI (Projecting Older
People Population Information) this number is projected to
increase by 45% by the year 2030. Overall, Northampton
has the largest concentration of people living with dementia
44
(NCC Demographics Needs Assessment December 2014),
with 33% of individuals living within the borough of
Northampton. The County Council’s vision is to move away
from this traditional residential care/nursing homes model
where possible, and give more people the opportunity to
have their own home in a supported living and Extra Care
facility. The County Council would also like to reduce its
residential care/nursing home placements by 15%. One of
the opportunities to help deliver this aim for the County
Council is a purpose built dementia care facility at Wootton
Hall (the Dementia Village initiative).
This Dementia Village could create homes for over 150
residents, with an Extra Care facility on site, allowing people
with dementia to have in-home specialised care, increased
independence, better social interaction, and increased
physical and financial security. This village would also
provide excellent opportunities to incorporate both
contemporary teaching and research expertise in its design,
development, and delivery; and therefore, become a centre
of excellence. In line with current policy recommendations
that all developments in the field of dementia care should
be led by those affected (Nothing About us, Without Us,
Dementia Alliance International 2015) and align with the
recommendations of Health Building Note 08-02
Dementia-friendly Health and Social Care Environments
(DH 2015), a working group of people living with dementia
(PlwD) and their carers will be actively involved in its design

45
 and development to ensure it is truly person-centred and
builds on existing evidence-based community ‘hub’ and
engagement models from across the UK and beyond
(County Council proposal for a Dementia Village, p2
onwards)

Is the institution eager to collaborate UN is already a recipient of the AshokaU Collaboration fund
with the Changemaker Campus for collaborating on MA Social Innovation joint
Network, other institutions, and programmes. T Changemaker Innovation Generator (CIG) is
The institution Ashoka to contribute to an Everyone a 2 week residential exchange embedded within Masters of
has a desire to a Changemaker world? Social Innovation programmes delivered across Fordham,
influence higher and San Diego.
education and
partner with European CM Campus Hub
Ashoka
In 2014/15, the University was very active in supporting a
U/Ashoka and
Commitment the range of Universities in Turkey, Central Asia, Greece and
to an Everyone Changemaker China. The University is keen to develop a European Hub of
a Changemaker Campus experience in Changemaker pedagogy, and is currently
world Network to working with Universities in Poland and Italy.
contribute to an
Everyone a Curtis, T and McGirl, N (2014) Social Innovation as an Institutional Strategy for
Changemaker Higher Education Institutions in Turkey: a workshops for 8 Universities in Turkey.
world. Istanbul, Turkey. 1st -3rd June 2015.
Curtis, T (2014) Educating for Social Entrepreneurship outside the business school.
Keynote at International Conference on Entrepreneurship Education for College
Students. Sun-Yat Sen University, Guangzhou, China. 20-21st December 2014
Curtis, T (2014) Social Innovation as Institutional Strategy for Higher Education
Institutions AshokaU and Synergos Conference on Social Entrepreneurship in
Universities in Central Asia, Kyrgystan National University, Bishkek, Kyrgystan 18-
20th November 2014
Curtis, T (2014) Building blocks of university-based social innovation programs,

46

Does the institution have a desire to
reframe the role of universities as a
force for social impact and advocate
for specific changes at the systems
level?
Working Definitions
Ashoka: Founded in 1980, Ashoka is the largest global network of social entrepreneurs and changemakers. Ashoka seeks to contribute to an Everyone a
Changemaker world where every young person grows up to become an adult changemaker, capable of taking creative action to solve a social problem; a
Ashoka U Social Innovation Faculty Institute The American College of Greece,
Athens 20-21st May 2014
The University has reached out to Sir Michael Barber,
recently of Pearson Education, chair-designate of the Office
for Students. This will be established in Oct 2017, and will
merge many of the existing higher education quangos into
one that represents the needs and experiences of students,
who are now the main fundholders for university income.
The debate about the Office for Students has centred round
the use of existing metrics for judging the teaching quality
of a university (the Teaching Excellent Framework) but
there has been dissatisfaction about metrics which imply
that the students are passive recipients of ‘service’ rather
than co-creators of their educational journey. We propose
to seek to influence the Office for Students to
conceptualise the student as a problem solver and an active
citizen and employee rather than merely a customer.
47
world where the development of young changemakers and the practice of changemaking are the norm.

Ashoka’s vision and understanding of the world comes from its experience in pioneering the field of social entrepreneurship over the last 35 years—finding,
selecting, and supporting the world’s leading social entrepreneurs (Ashoka Fellows). The network of more than 3,300 Ashoka Fellows is implementing
system-changing solutions to human and environmental problems in over 80 countries.

Ashoka’s work with Ashoka Fellows helps it see patterns of social development across various fields, providing key levers and a new framework for living in
the world as a changemaker. Ashoka helps people see the world differently so they can do differently, fully participating in the new environment. For
example, Ashoka is building and activating networks to create fundamental changes in the growing up experience of children and young people so that
everyone can become a changemaker.

Ashoka Fellows: Leading social entrepreneurs who are recognized by Ashoka as having innovative solutions to social problems with the potential to
change patterns across society. They demonstrate unrivaled commitment to bold new ideas and prove that compassion, creativity, and collaboration are
tremendous forces for change. More than 3,300 Ashoka Fellows are implementing system-changing solutions to human and environmental problems in
over 80 countries.

Everyone a Changemaker world: Ashoka’s vision for a world where every young person grows up to become an adult changemaker, capable of taking
creative action to solve a social problem; a world where the development of young changemakers and the practice of changemaking are the norm.

Social entrepreneur: A type of changemaker who creates widespread impact by being focussed on systems change. Every social entrepreneur is highly
skilled at collaboration, and is often focused on equipping others to thrive and collaborate in solving social problems (i.e. to be changemakers). (see More
than Simply “Doing Good”: A Definition of Changemaker)

Changemaker: Someone who is intentional about solving a social or environmental problem, motivated to act and creative. (see More than Simply “Doing
Good”: A Definition of Changemaker)

The Four Levels of Impact: A framework Ashoka developed to categorize different approaches at different levels to social impact. (See the Rethinking the
Impact Spectrum by Marina Kim)

1. Direct Service
48
 ● Work in populations needing services, food, and/or a direct benefit to their wellbeing. Direct service has a clear and concrete feedback loop – you
can see hungry people being fed; students are gaining skills and confidence through mentorship; or the clients getting legal help.
● Examples: Soup kitchens, small-scale mentoring programs for students, legal services for community members

2. Scaled Direct Service

● Models that unlock efficiency and impact through well-managed logistics of an intervention or solution. Scaled Direct Service benefits large
numbers of individuals.
● Examples: The Red Cross, AmeriCorps, or large-scale refugee resettlement programs.

3. Systems Change
● A new model that is addressing the root cause of a problem. It often involves policy change, widespread adoption of a specific methodology by
leading organizations in a sector, or creates new behaviors within an existing market or ecosystem.
● Examples: Micro-credit was a fundamentally new innovation for women to lift themselves out of poverty. B-Corporations rethink corporate
responsibility. Wikipedia democratizes the way information is shared online.

4. Framework Change
● Framework Change affects individual mindsets at a large scale, which will ultimately change behaviors across society as a whole. While Framework
Change is not a specific field-level or country-level intervention, it compounds the work of many individual organizations to create a paradigm shift.
● Examples: Universal Human Rights, Women’s Rights, Civil Rights, Democracy, or the idea of Social Entrepreneurship.

Ashoka U: Ashoka U is an initiative of Ashoka, the world’s largest network of social entrepreneurs and changemakers. Building on Ashoka’s vision for a world
where Everyone is a Changemaker, Ashoka U collaborates with colleges and universities to impact the education of millions of students by fostering an
ecosystem for social innovation and changemaking. Ashoka U gives emerging young leaders the freedom, confidence and support to address social
problems and drive change.

49
Changemaking: Effective organizational or societal change.
In the context of higher education, it includes the following:
● Social entrepreneurship
● Social Innovation
● Service learning
● Civic engagement
● Social justice
● Philanthropy

Social Innovation: Methodology to create social value and potentially economic value at the systems-change level, which addresses the root cause of a
problem. It includes new strategies, concepts, ideas and organizations that address social needs of all kinds - from working conditions and education to
community development and health.

In the context of higher education, it includes the following concepts (see The Rise of the Sophisticated Changemaker by Marina Kim and Erin Krampetz):
● Systems Thinking: To identify new ways of addressing complex problems, social innovators need to understand how elements within a
50
 system are connected. Systems thinking requires mapping the stakeholders involved, understanding how incentives are aligned, and
identifying root causes in order to propose interventions for systemic transformation.
● Solutions: While it is always important to understand problems—and existing approaches—before offering solutions, change efforts too often
stop at the research phase. Social innovators give themselves permission to relentlessly learn, adapt, find, and implement solutions.
● Innovation: While many social change models and strategies exist, new and creative approaches are sometimes needed in order to address
intractable problems. Assessment of whether a new approach is more effective or more efficient than pre-existing solutions is necessary in
order to justify pursuing an innovation over existing alternatives.
● Scale: Social innovation models typically have relevance beyond one particular situation (e.g., a school) and can be applied at a systems level
(e.g., to an entire school system). Yet innovations that occur at scale can offer both breadth (affecting a significant number of people) and
depth (transforming relationships, structures, and systems in a particular place).
● Financial Sustainability: Social innovation aims for a triple bottom line of economic, social, and ecological value. Achieving this bottom line
requires securing and aligning resources of all kinds, combining private, public, and philanthropic support with income generation to ensure
ongoing sustainability.
● Impact Measurement and Assessment: When trying to use resources wisely and deliver results, learning what works and what does not work
is of utmost importance. For example, formative and summative assessments offer critical information to guide continuous feedback and
improvement.
● Collective Impact: The most difficult and important problems cannot be understood, let alone solved, without involving multiple sectors
(nonprofit, public, and private) and diverse stakeholder perspectives. Social innovation encourages collaboration across organizations in order
to use resources effectively and efficiently, and to achieve significant lasting social change.

Social Entrepreneurship: A market-based, usually sustainable methodology to create social value at the systems-change level.

Changemaker education: An educational approach that provides a robust toolkit of skills, strategies, and analytical frameworks for social change and is
highly accessible to students and other university stakeholders. If community partners are involved, it ensures mutually beneficial partnerships. Ideal student
learning outcomes include:
● Critical reflection around changemaking experiences;
● Self-reflection and mindfulness;
● Global awareness and cultural understanding;
● Creativity and imagination;
● Human-centered values and prosocial behavior, including respect and empathy;

51
 ● Teamwork;
● Practicing both leading and following; and
● Critical thinking and problem-solving skills.

Innovation: New models or existing models adapted in a new context. In the context of changemaker education, this may be a new methodology or
program (i.e. Arizona State University (ASU)’s Changemaker Central) or adapting an existing model in a new context (i.e. adapting ASU’s Changemaker
Central in Mexico).

Change Leader: Faculty, staff and/or administrators with complementary perspectives and influence, and the institutional mandate, vision and grit to
advance social innovation and changemaking across the institution. Change Leaders have the following characteristics:
● Intrapreneurial/entrepreneurial track record
● Experience in social innovation and changemaking in higher education
● Alignment with Ashoka’s Everyone a Changemaker vision and commitment to social innovation and changemaking in higher education
● Social and emotional intelligence
● Fluid or adaptive leadership
● Collaboration and team of teams orientation
● Ethical fiber / trustworthiness
● Self-definition, with the ambition for large-scale impact in higher education and beyond

Change Team: A committed, inter-disciplinary group of faculty, staff, administrators, students and community members who help grow and strengthen
the campus-wide ecosystem for social innovation.

52