HARS is a highly distinctive scheme to advance and celebrate high achieving students’ professional and academic aspirations and capabilities amongst a diverse, largely ‘commuter’ student population. The scheme exemplifies collaborative endeavour with students as key partners and draws heavily on outstanding internal and external collaborations.

CrashEd is a multi-disciplinary inclusive, immersive and transferable learning model developed by six university academics in collaboration with a college lecturer, police Forensic Collision Investigator and students. Originally designed as a career aspirational outreach activity, CrashEd has evolved into an undergraduate module with a well evaluated realistic scenario based assessment.

The Imperial Undergraduate Primary Care Education team’s socially accountable vision to make a sustainable difference to society, through its educational Communities of Practice, has generated novel courses incorporating real-world projects. This has enabled a symbiosis to emerge between students acting as change agents, and patients acting as the living curriculum for our future doctors.

At Liverpool Hope University, community is at the heart of what they do; they are a collegium. For the past five years the university has established a network of communities of practice to enable all academics to engage in a cross-institutional learning and teaching dialogue.

A multi-disciplinary team of enterprise educators from London South Bank University (LSBU) successfully embedded enterprise across the university. They have developed and delivered an innovative programme of curricular and extra-curricular activities to support students and graduates to develop enterprising skills for employment, and their entrepreneurial ambitions to start businesses.

A model of best practice for the delivery of healthcare science education, the Manchester Academy for Healthcare Scientist Education (MAHSE) has a unique and highly successful collaborative approach, to ensure students in healthcare science education receive the best possible teaching and learning combined with an excellent student experience.

Time for Dementia (TfD) is a ground-breaking education programme led by the Brighton and Sussex Medical School, families affected by dementia, students, Alzheimer’s Society, NHS and local HEI colleagues. 1,550 students have received TfD, leading to international recognition, regional adoption and preliminary evaluation being highly positive.

The Enhancing Fieldwork Learning (EFL) team consists of five academics in three institutions (Chester, Reading Sheffield). EFL focuses on fieldwork and 'out-of-classroom' activities for undergraduates. It promotes the effective use of mobile technologies and social media that enhance students learning, skills and employability within appropriate pedagogic bases.

The University of Nottingham, European Junior Leadership Academy (reLAte) team is a vibrant group of academics, learning technologists, professional staff and students. The team, led by Stacy Johnson, consists of Professor Carol Hall, Dr Ada Hui, Professor Heather Wharrad, Kirstie Coolin, Lydia Jones, Michael Taylor, George Gadd (of the HELM team), Bethany York, Mara Sprengel, Annu Verma, Gavin Hibberd-Smith and Sala Khulumula.

Four Greater-Manchester (GM) Universities and its partner healthcare hospital Trusts have collaborated as the GM Synergy Team to develop, implement and evaluate the GM Synergy Model for student support in practice placements. The model is based upon coaching ideologies with an emphasis on delivering patient-centred care, promoting student nurse clinical leadership development and peer learning.