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Refugee World Cup 2019

28 June 2019

On Saturday 22 June, the Refugee World Cup took place in Albert Park, Salford. Attendees enjoyed a free picnic, music, a bouncy castle, face painting, henna, a raffle draw and a fire engine parade, whilst teams of football players from Greater Manchester competed for the coveted trophy.

First held in 2000, the Refugee World Cup began as a way to welcome people from Kosovo who had fled the conflict in the Balkans. The event is organised by Manchester Refugee Support Network (MRSN) and Art Reach, in collaboration with the Greater Manchester Refugee Support Partnership (GMRSP) – a partnership between charities British Red Cross, Refugee Action, Rainbow Haven and Revive. The tournament brings together teams of people from refugee and asylum seeker backgrounds with long-term residents and anyone is welcome to go along and watch .

The University of Salford social work team supporting the Refugee World Cup 2019

The University’s involvement was coordinated by Lynda Shentall. Lynda joined the University of Salford as a lecturer in January 2019 and prior to this worked across the refugee sector in Manchester. Lynda was keen for the social work department to be involved in the event: “Many of our social work students past and present have had placements in the Refugee Sector. Agencies that we regularly place students with, such as Revive and Greater Manchester Immigration Aid Unit also had stalls at the event. Also, as the event was taking place in Salford it seemed logical that we would support it!”

Teams from across Greater Manchester competed for the trophy

Alongside staff, BA Social Work students helped out on the day and one student, Marcus Abrahams, offered reiki sessions. Raffle prizes were collected for the event and additional donations made to Revive, a community project which provides free practical support, services and advocacy for refugees and people seeking asylum, in Manchester and Salford.

The event was a huge success and we hope that the University can get involved next year with an even bigger stall!

We welcome #hellomynameis campaign on campus

17 January 2018

The USSU Nursing Society are welcome Chris Pointon from the #hellomynameis campaign to campus on Wednesday 24th January 2018 from 1.30pm in MS g21.

The event is being hosted by the School of Health and Society and the Nursing Society. This campaign grown considerably over the years and has great relevance to all allied health professionals.

This event will be promoted on Twitter via the hashtags #ournameisSUNS and #hellomynameis.

Chris Pointon described the event for us:

This is a very personal, inspiring and heart-warming session that will leave you inspired, reflective and overall in awe of such an amazing individual that we were blessed to have as part of healthcare across the world.

My inspiring wife Dr Kate Granger MBE along with myself came up with a global campaign that was to revolutionise patient care across both the UK NHS and global healthcare. This session will take you on a journey from the conception of #hellomynameis which was born out of a bad patient experience (which I will talk all about) to how it now fits within global healthcare and how Kate’s legacy continues through the work I do and the numerous accolades named after her. I will talk about the background to my inspiring wife and her illness prior to #hellomynameis and what the ongoing support will mean to staff and patients alike in all healthcare settings.

Throughout the evolution of #hellomynameis we focus on patient care being at the forefront of what we do along with making interactions on any level and in any setting more of a human connection as this is the first rung on the ladder of communication. The practicalities of what this involves are fairly straight forward however it can lead to a much more therapeutic relationship.

A very inspiring journey proving that through adversity you can create a legacy. (Chris Pointon, 2017)”

60 sec with Ben Light, Professor of Digital Society

8 September 2017

Prof Ben Light

Prof Ben Light

1.What is your position within the School?

Professor of Digital Society

2.How long have you worked in the School of Health & Society? 

Just over a year, but I also worked at Salford from 1999-2014

3.Which building are you based in?

Mary Seacole

4.Why did you choose to work within the School?


Christmas in Dracula’s land

23 December 2016

Romania is a land of many traditions and Christmas is no exception. We know that Christmas is approaching when we hear in the village the first drum-beat (mid November)… Children, teenagers and adults come together twice a week, in the evening, to rehearse for the most valued Festival of the year – The Bear Festival  ( )

White winter in Romania

White winter in Romania

During the night of Saint Andrews (end of November), Romanians believe that bad spirits (the vampires!) may attack at night, which is why most households will hang a garlic clove on their front gate to keep Dracula away 😕 .

Then, on the 6th of December we celebrate Saint Nicholas, one of the most awaited holidays of the year especially by children. In the Romanian culture, Mos Nicolae (Saint Nicholas) comes with gifts on the night between December 5 and December 6. He places gifts in children’s polished boots, apart for those who have been naughty. Instead, they receive a stick (trust me I’ve got the stick 😉 ). Apparently, a snowy day means that the Saint has shaken his beard for the winter to start.


Season’s Greetings from our Dean, Margaret Rowe

18 December 2016

Season’s greetings to our students, staff, alumni & friends around the world! I am looking forward to working closely with you to make exciting and new memories and achievements.


Margaret Rowe,

Dean of School of Nursing, Midwifery, Social Work and Social Sciences

University of Salford

Sabah’ experience of PhD at the University of Salford, Manchester, UK

13 November 2016

PhD experience

Sabah Ismile Alsomali PhD experience

I am Sabah Ismile Alsomali, PhD third year student at the University of Salford, School: Nursing, Midwifery, and Social Work and Social Sciences.

My PhD First Year Experiences

I arrived in Manchester in September 2014, eager to begin my doctoral studies in a new country, as an international student from the Kingdom of Saudi Arabia. I chose to travel to the UK for my degree to broaden my academic and personal horizons.


60 seconds with Michael Murphy, Senior Lecturer in Social Work

14 August 2016

mm1.What is your position within the School?

Senior Lecturer

2.How long have you worked in the School of Nursing, Midwifery, Social Work and Social Sciences, University of Salford? 

12 years

3.Which building are you based in?

Allerton Building, C603

4.Why did you choose to work within the School?

I had been associated with the School of Social Work for over 20 years. This was an opportunity to undertake interesting research and join a fascinating (PQ) programme.

5.What is your most memorable moment of being in the School?

Too many to choose one.

6.What is your biggest dream?

To do useful research and to help social workers with practice.

7.When you are not at work what do you do to relax?

Cycling, reading and Music.

8.What was your first job?

Unqualified Social Worker in Kidsgrove in the 1970s.

9. What has been your greatest achievement?

My children.

10.What would make your job easier?

The reduction of unhelpful bureaucracy.

11.Finally, what one piece of advice would you give to students/colleagues?

Go beyond form filling – develop your understanding of best practice.

60 seconds with Steve Myers, Director of Social Sciences

25 July 2016

Steve Myers1.What is your position within the School?

Director of Social Sciences.

2.How long have you worked in the School of Nursing, Midwifery, Social Work and Social Sciences, University of Salford? 

I have worked in the School since it was established in its current form in 2013 and I have worked at the university since 2003.

3.Which building are you based in?


4.Why did you choose to work within the School?

It is a vibrant and energetic school that has some great people in it. The subjects are close to my research interests and as Director I am able to support people to achieve their potential.

5.What is your most memorable moment of being in the School?

Attending graduation and seeing the results of hard work and commitment from staff, students and their families.

6.What is your biggest dream?

That the staff and students in my Directorate have all achieved their personal and career goals=happiness!

7.When you are not at work what do you do to relax?

I cycle for exercise, read for pleasure, go to opera for culture and do voluntary work for my principles.

8.What was your first job?

My first ‘proper’ job was as a Community Worker in a pit village in South Yorkshire, although I had a variety of casual jobs before then including building and factory work.

9. What has been your greatest achievement?

Being the first person in my extended family to gain education beyond age 16.

10.What would make your job easier?

A competent government that had values of social justice at its heart.

11.Finally, what one piece of advice would you give to students/colleagues?

Live your life by your principles, but don’t sacrifice others to them.

Technophobe or Technotrier?

7 March 2016

Are you regarded by your academic colleagues and students as a technophobe?

Does your heart sink every time you are exhorted to use some form of online blended learning?

An alternative word for blended may be mixed and that is sometimes my perspective on such approaches to the provision of learning experiences especially as frequently the exaltation appears to come from someone who has no insight or understanding of my contribution to the curriculum.


Amstrad PCW CC Image courtesy of JJ Merelo on Flickr

When I was an undergraduate student; many moons ago, studying nurse education, an optional module appeared in the third year of our studies which seem to be a necessary consideration for the future.  The module was entitled “Computer Studies” and I duly signed up with a degree of trepidation but a desire to understand the machinations of my Amstrad Computer in more detail.  Looking back it was not a detailed technical module.  The assignment for the module involved the production of a word document, an excel spreadsheet and a PowerPoint presentation; items which I now seem able to execute without experiencing the trauma of that module.  A particular sticking point for me at that time was that I was uncertain about how to save and retrieve the work that I was engaging in towards the assignment.  I approached the lecturer of the module for some advice.  She looked at me with that kind of pitying stare that just makes you wish you were anywhere else except standing in the classroom asking what was clearly regarded as a superfluous question. She sighed and said “follow me to the computer lab” where she endeavoured to answer my question.  In the process of her efforts somehow she managed to eradicate all of my efforts and so I learnt the benefits of always having a backup.  Why am I recounting this tale?  Is it perhaps because I was frustrated by the experience?  At the time it was devastating because I had to commence the assignment all over again.  Time; as for many students, was a scarce commodity for me.  At the time I was the ward manager of a paediatric unit and studying for my degree part time; juggling shifts and studying. At the very least the experience honed my time management and organisational skills.  However, it also encouraged me to persevere in the face of adversity.

Screen Shot 2016-03-07 at 11.08.07This brings me to my more recent endeavours.  One of my responsibilities in the School is to introduce Pre-Registration students to professional standards of practice and behaviour.  I have the privilege of engaging with such students every year of their studies as they develop their knowledge, skills and attitudes towards the implementation of professional standards.  In year one students undertake an activity through Blackboard which is based on the Nursing and Midwifery Council websites and The Code.  In its early stages this activity was probably quite dull for students due to the repetitive nature of the question format and fairly demanding on personal teachers who are required to discuss the activity with their personal students.  This activity has now gone through several iterations with the latest format due to be presented to the students in the March 2016 cohort.  The activity now utilises several different questioning formats, provides immediate feedback to the students and is less demanding on personal teachers. Progress.

In years two and three students are presented with pre-reading via Blackboard; this may involve looking up websites, reading documentation of viewing PowerPoint slides before attending of face to face session.  In year two the activities are focused around the conduct and behaviour of students and the session is delivered to the whole cohort which may be up to 300 students. In year three the activities are focused around the conduct and behaviour of Registrants and the session is delivered via seminar groups of up to 30 students.


Secretive / CC Image courtesy of Dina Spears on Flickr

I have been encouraged to try out some apps both before students attend the session and in the session itself as a means of gauging knowledge. However please be aware that on the face of it some apps may appear to be incredibly helpful on first review but not all of them able to deal with the numbers of students then I engage with in class.  One app in particular; in the version available to me, the maximum number of respondents is 50, and so not feasible for me to communicate in whole cohort settings.  Unfortunately, I only discovered this fact when I tried to use it with a large cohort of students.


Kahoot / CC Image courtesy of The Daring Librarian on Flickr

I have had more success with an alternative app both in large cohort and small seminar groups.  However; connecting to the app or directly to the website for the application via Wi-Fi has proved challenging both in the large lecture theatre and smaller seminar classrooms.  This appears to be a capacity issue with the Wi-Fi connection but the students’ ability to connect also seen to depend upon the device they were using. Students have used phones, tablets or laptops all of which seem to have experienced some difficulties in making the required connection.  For the most part students appeared to deal with the connection difficulties with good humour; however, slow connections disrupted the flow of the session.  I have used both the quiz and survey formats via this second application and found the survey format more useful in a class setting to promote discussion of differing opinions.  The quiz format tended to draw out the competitive instincts of the students and was less productive in stimulating discussion.


Padlet / CC Image courtesy of Mrs.Meyer WSR Art on Flickr

For future large cohort second year groups I am going to try out an application which allows students to post their thoughts and comments electronically during the session and provides a record for them to refer to after the session when they are completing their follow-up activities.  In addition I hope to use a type of instant messaging system which will allow me to adapt the content of my presentation to the specific needs of the students as the session is delivered.

If I am honest I think am quite reticence about further of developing the range of applications I utilise during teaching sessions.  The prospect of the students not being able to engage effectively with the applications, various technical difficulties and my own less than confident competence make me cautious about expanding the repertoire of applications I utilise.  However, it would not be accurate to describe me as a technophobe but perhaps I would prefer the hitherto unknown term “technotrier”.  I am sure that I have; at times, tried the patience of my School’s Digital Teaching and Learning Manager as I raise what I am quite certain are naïve questions.  Perhaps the students too have had to be tolerant whilst I try out newly acquired skills.  I am still convinced of the power and value of face to face education; reinforced by the positive feedback of a greater than 90% excellence rating from a group of masters students (at least those who were able to connect!) who recently attended a third year fitness to practise session which I facilitated. This was despite subjecting the group to the use of various digital technologies.  They even clapped in appreciation, something I appreciated for a session which; although is always interesting, is also frequently challenging.

I am committed to being a “technotrier”. I am active on Twitter @chadwick_ruth and constantly amused and bemused about the acquisition of followers and what prompts individuals to engage.

I have started a blog as a space to muse on the professional traits of nurses, no-one is reading it yet; but it is early days.


There really is no substitute for experiential learning but I hope I will always have the courage to reject technology when using it would be just for the sake of it.

Ruth H Chadwick

Senior Lecturer / Student Facing Procedures Lead

School of Nursing Midwifery Social Work and Social Sciences

Made in Salford!

2 February 2016

Handbook of the Sociology of Work and Employment

Stephen Edgell, Heidi Gottfried and Edward Granter eds. (2016)


Stephen Edgell

This book, which has just been published by Sage, has many and varied connections to the University of Salford. The principal editor, Stephen Edgell was appointed to a Lectureship in 1970, since when he has published several books, most recently Veblen in Perspective: His Life and Thought (2001) and the Sociology of Work: Continuity and Change in Paid and Unpaid Work (1st ed. 2006; 2nd ed. 2012), and is currently a (semi-) retired Research Professor of Sociology at Salford. In 1988 he visited Wayne State University, Detroit to help set up a staff and student exchange programme that continues to this. This connection resulted in the recruitment of Professor Heidi Gottfried of WSU as a co-editor. The other co-editor Edward Granter obtained his PhD in sociology from Salford in 2008, published it as a book entitled Critical Social Theory and the End of Work, and is now a Lecturer in People, Management and Organizations at Manchester Business School, University of Manchester. The chapter on the idea and the ideal of dignity in the sociology of work was written by Philip Hodgkiss (retired Senior Lecturer, Manchester Metropolitan University) who also obtained his PhD from Salford (in 1981). Tracey Warren (Professor of Sociology, University of Nottingham) who contributed the chapter on work and social theory is yet another Salford graduate (MSc Sociology 1993) and Alan Irwin (Professor of Organization, Copenhagen Business School) who drafted an endorsement, graduated from Salford in 1978 with a degree in Languages and Sociology. Finally, the chapter on work-life balance was written by Abigail Gregory who is Professor of Comparative Sociology and a member of the Centre for Social Research at Salford. These multiple Salford University connections attest to the historical vibrancy and contemporary influence of sociology at Salford. On a personal level, Steve Edgell has expressed the view that the prominence of University of Salford sociologists in the production of this book is most gratifying.

The SAGE Handbook of the Sociology of Work and Employment

The SAGE Handbook of the Sociology of Work and Employment

More generally, the Handbook comprises an Introduction by the editors plus thirty-four original chapters by leading specialists on different aspects of the sociology of work and employment. Globally, the contours of work and employment are changing dramatically and this volume is intended to help researchers, teachers, students and practitioners understand the impact of these changes on individuals, groups, organizations and societies. The expert contributions are structured around six core themes:

  • Historical Context and Social Divisions,
  • The Experience of Work,
  • Work and Organization,
  • Non-standard Forms of Work and Employment,
  • Work and Life Beyond Employment,
  • and Globalization and the Future of Work.

The international focus of this book is not only reflected in the range and content of the chapters but also in the diverse institutional affiliations of the contributors which includes universities in Britain, USA, Canada, Germany, Sweden, Australia, and Taiwan.

Further details can be found on the Sage website: and/or from Steve Edgell at