We think of ourselves as a twenty-first century civic university. We were established in Brighton over 150 years ago in response to the needs of the town and its population. We now have a geographical footprint that includes three coastal locations and we make a significant contribution to the city and towns in which we are based. Brighton is among the most successful of the modern generation of universities. We have around 21,000 students studying at five campuses across Brighton, Eastbourne and Hastings.
We have an excellent reputation for innovation, for anticipating and responding to professional and industry needs, and we never forget that we have a responsibility to the health and wealth of our world. We collaborate with partners from industry, commerce, the arts, business, other universities, colleges and research institutions in the UK and around the world. We are justifiably proud of the company we keep.
The University of Brighton is one of a small number of post-1992 universities to have its own medical school, run jointly with the University of Sussex, which trains 128 doctors a year.
Recognised as a 'rising research star' following the RAE 2008, 95% of our research is now rated as world leading, internationally excellent or internationally recognised according to the REF 2014 results. We now intend to take that success to the next level.
We provide over 500 courses to our students; offering a range and diversity of subjects including architecture, chemistry, medicine, digital media, midwifery, education, international tourism management, performance and visual art, civil engineering, fashion, mathematics, sport and exercise science, product design, retail management, criminology, pharmacy, business, podiatry, geography, nursing and the list goes on...
We offer students an inspiring and enlightening learning experience both academically and socially. We offer them blended learning where learning and teaching provides a combination of face-to-face and elearning or digital learning.
Our model of education is based on a spirit of enquiry and the active co-production of knowledge among staff and students, in learning, teaching and research. Curriculum and course development is underpinned by our educational values and enabled by interactive teaching and learning. Importantly, our teaching and learning is informed by research. We believe research contributes to the transformation of the learning experience and develops students into active researchers.
We have an enviable reputation for strong, accessible and supportive leadership that helps to ensure that we attract colleagues who are leaders in their fields and committed professionals. We run learning and teaching excellence awards each year and offer teaching fellowships that, in turn, enable our colleagues to be supported for a National Teaching Fellowship (NTF) managed by the Higher Education Academy (HEA). We now have eight NTF winners. In 2013, our HE teaching and CPD scheme (based on UK professional standards) was accredited by the HEA.
We encourage our students to see themselves as owners of their learning – in the construction, problem identification and solving, and in the practical application of knowledge and skills. Our students are part of learning communities in which they interact directly with academic staff, their student peers and professional and external partners. They take responsibility for their own learning and understand how to generate and critique knowledge. A curriculum that offers opportunities to engage and apply, and to explore notions of community, global citizenship and sustainability, is seen as central to the Brighton offer to students.
The University of Brighton is one of the few universities to ensure that each student has a career planning agreement in place. We place great emphasis on employment skills for our students and our courses are developed in collaboration with industry and the private sector to ensure they are relevant to the changing demands of employers. Business and professionally focused education means work-ready students.
We recognise that work placements have never been more important for future graduate employment. Over 90 per cent of our full-time undergraduates have the chance to do assessed work-related learning as part of their course and we are working towards offering this opportunity to every student as part of our strategic plan.
Our students graduate with the skills that they need to thrive in the twenty-first century economy. Linking academic study and research to professional practice is a big part of their student experience. They become independent-minded and inquiring, seeking to fulfill their potential and to play an active and creative role. In 2014, graduate progression to employment or to further education was 92%.
Our university has a significant number of professional and vocationally oriented awards and, as a result, has extensive engagement with a wide range of professional, statutory and regulatory bodies (PSRBs). In 2013–14, there were 345 courses listed as having had an engagement with 56 PSRBs. Across the university, 60 per cent of students were registered on a course that had an engagement with at least one professional, statutory or regulatory body in 2013–14.
Our students are a diverse mix from many backgrounds, nationalities, ages and previous educational experience. What all members of the university have in common is a desire to make a difference: through our learning, research and professional practice and our engagement with a global network of social and economic partners.
Our students are part of a learning community in which the physical and digital environment supports high value face-to-face learning with academic staff, student peers, and external practitioners and partners.
In the National Student Survey 2014 results, 82 per cent of our students said they would recommend the University of Brighton to potential student as a place to study – a higher percentage than the average score for all universities. Our £28.5m medical school consistently appears at the top of the NSS student satisfaction ratings and in 2014 scored 96 percent for overall satisfaction, ten points higher than the sector average for other UK medical schools.
For the last four years thousands of students have voted in our own Students' Union Excellence Awards which include nine categories for staff and course representatives from across the university and our partner colleges. The awards celebrate university life by recognising excellent teaching and student support as well as outstanding contributions to the student experience, academic experience and student life. These awards are now a highlight of the academic year. They are going from strength to strength and testament to this is that so many students take the time to nominate members of staff and their peers for this accolade.
We believe in leading the way in everything we do – in the way we teach, in our range of courses, in the research we undertake, in our connections with business and in our involvement with community. We pride ourselves on our innovative approach in these areas and for which we are recognised nationally and internationally. In all of this we have a core value of sustainability and a responsibility to the health and wealth of our world. The benefits of our research are improving lives around the globe. Professor Huw Taylor advised the World Health Organisation on new hygiene guidelines to fight the spread of Ebola, guidelines that were based on research led by our biochemists.
The audio you can hear is Professor Huw Taylor being interviewed by BBC Radio.
Following the announcement of the results from the Research Excellence Framework (REF) 2014, the University of Brighton was ranked 27th out of 128 research institutions in the UK for its world-leading research impact, placing it in the top 25 per cent in the sector.
In addition, the university was rated as:
· a top five university for world-leading research impact in business and management studies
· a top 10 university for world-leading research impact in allied health professions, dentistry, nursing and pharmacy (includes some staff from Brighton and Sussex Medical School, a partnership with the University of Sussex)
· a top 20 university for world-leading research impact in art and design: history, practice and theory; and communication, cultural and media studies, library and information management; and sport and exercise sciences, leisure and tourism.
But our ambitions are long term and we plan to build on these results over the next 10 to 20 years and beyond so that our research continues to stimulate innovation and test conventional wisdom in the interests of a better and fairer world.
In 2013, the university introduced a new Professorial Framework providing a full range of professorial designations including inter alia Associate Professor, Adjunct Professor, Distinguished Professor and Professorial Fellow. We continue to recruit new Professors to advance our research and to build on the critical mass we have already achieved. This year we are appointing a further 12 professors to extend our research reach and significance.
Haris Mouratidis – Professor of Software Systems Engineering
I moved from University of East London where I was a principal lecturer, to join the University of Brighton in January 2014 as Professor of Software Systems Engineering. My research interests lie in the area of secure software systems engineering, requirements engineering, and information systems development.
I was attracted to Brighton by the strong research ambition and a clear long-term strategy to build critical mass and pursue research that can make a difference to society and business. The environment is challenging but at the same time supportive and it provides opportunities to build an international independent profile.
Since joining I have been provided with financial and infrastructural support to build a research team, through the establishment of the Secure and Dependable Software Systems (SenSe) research cluster which received funding for capital equipment and PhD studentships.
Divided societies across the world have been brought together by sport, thanks to social interventions developed by researchers at the University of Brighton.
Football is a universal language, part of today's culture on every continent and in every section of society. Since 2001, academics from the University of Brighton have been working with sports and voluntary organisations around the world to help heal fractured societies and promote a fairer world. Football4Peace (F4P) emerged from a partnership between researchers at the University of Brighton and the World Sports Peace Project in Israel. Today, in many different countries, it has touched the lives of 8,000 children, nearly 600 coaches and some of the sport's leading institutions, from England’s Football Association to the Korean Sharing Movement and the University of Johannesburg in South Africa.
The impact of the F4P phenomenon has been felt in many parts of the world. Research on the potential of girls' empowerment through sport is currently underway with The Goal-Delhi programme. The research explores changes in Goal participants after completing the 10-month programme, which combines netball training with life skills modules on health and hygiene, communication skills, and financial literacy. This kind of programming gives them legitimate, safe and supervised access to a sport that otherwise might well be missing from their lives.
The University of Brighton's pioneering work in the history of design has changed the way design is taught and the way it is viewed.
Research carried out at the university has influenced the form and content of design courses around the world. The work by Professors Lou Taylor, Jonathan Woodham and Guy Julier has contributed significantly to the expansion of design and dress history as a field of study since the 1990s at both undergraduate and postgraduate level, with their work becoming one of the mainstays of reading lists around the globe. Research by Dr Louise Purbrick on material culture of the everyday, Dr Paul Jobling on graphic design, fashion and masculinities, and Professor Catherine Moriarty on design curation, has further extended the range and reach of history of design at the university.
But it is not only in the academic sphere that the University of Brighton’s work on the history of design has had a significant impact. It has filtered through to the general public through collaborations with a variety of organisations and institutions including museums across the world. The unique archives the university houses, such as those of the International Council of Societies of Industrial Design, the International Council of Graphic Design Associations and the Design Council Archive, provide invaluable research connections to the design professions.
We are unique in our relationships with the communities in which we live, work and study. We believe in the power of education to regenerate communities and help with the economic, social and material development of those areas. The University of Brighton was the first university in the UK to set up a university centre. This centre, based in Hastings and established as the university’s fifth campus in 2009, has grown to offer courses to more than 1,000 students. It has a fast-growing reputation for its broadcast media courses which attract large numbers of applicants both nationally and internationally.
The university is also co-sponsoring UTC@harbourside, a new college in Newhaven for 14- to 18-year-olds interested in science, technology, engineering, mathematics and computing.
Working with BT and East Sussex Council we are the lead sponsors of the Hastings Academy and the St Leonards Academy. Previously amongst the worst achieving secondary schools in the country they were among the first academies in the country to be rated “good” within two years of opening. These new academies provide educational opportunities for 60 per cent of the 11 to 16 year olds in the area.
On the back of this success, the university is now sponsoring seven new primary academies in Hastings within the Hastings Academies Trust, a trust launched in 2008. This will provide an educational route in the area through the secondary academies to university-level education.
In November 2014 we launched a new not-for-profit academies trust – the University of Brighton Academies Trust - to support and sponsor schools in the Sussex area wishing to convert to academy status. The university’s plan, approved by the Department for Education, is to invite discussions with all types of infant, primary and secondary schools interested in becoming academies. Three schools in the region have already launched consultations on proposals to become academies as part of the new trust.
For more than ten years the university’s award-winning Community University Partnership Programme (Cupp) has used its expertise to support more than 150 partnership projects, and each year over 300 students have undertaken community activities – a model that has now been copied by other universities up and down the country.
Cupp is recognised nationally and internationally, and has more than 120 academics actively involved and, at a time when universities are struggling to fund community partnerships, we continue to invest £250,000 annually into its programme.
A key feature is the Cupp Helpdesk, which provides a way in to the university for local organisations interested in joint research or wanting to make use of university resources. The helpdesk now fields around 200 enquiries a year, with about half turning into projects. Since 2003, some 1,400 enquiries have spurred about 160 projects that the programme has taken on itself, with many more developing independently.
"CUPP's work at the University of Brighton has been a significant inspiration to everyone who has encountered their unique approach to university-community engagement – and it has certainly helped us hugely at the National Coordinating Centre for Public Engagement. I first visited the team back in 2008 – and was struck from the outset by how refreshingly simple but strategic their approach was. The provision of a help desk is such a simple idea, but helps address one of the perennial problems communities have when they approach universities – who on earth to talk to.
"Their philosophy that the work should benefit both the community AND the university ensures that they do work with real purpose – that doesn't pay lip service to communities, but pursues excellence and delivers real impact and value. As a result, CUPP has become a real magnet for anyone – whether from across the UK or internationally – who cares about effective university public engagement. Through their CUPP network and their growing body of publications and reports, their reach and influence continues to spread. It is rare to work with a group of people more generous in sharing their learning, and more skilled at distilling its essence into useful content.
"Seeing such an excellent project grow form strength to strength, and seeing it core funded by the University, is one of the great 'engagement' success stories of the last 10 years."
Paul Manners, Director, National Coordinating Centre for Public Engagement (NCCPE)
This is a five-year project running from 2013 to 2017 which brings together different research projects working together across universities and their local communities. Using the new knowledge we gather, together we are imagining how communities might be different.
We are researching, and experimenting with different forms of community-building that ignite imagination about the future and help to build resilience and a momentum for change. Coordinated by Angie Hart, Professor of Child, Family and Community Health, our research group is looking at ‘The social context of civic engagement’ using the concepts of Communities of Practice (CoP), resilience, Community University Partnerships (CUPs), and co-production.
We are demonstrating the potential for community-university partnerships to bring people from very different backgrounds together to make better and more resilient collective futures. Community partners from Greece, Sweden, Turkey, Malaysia, England, Germany, Wales and Scotland are working with academics from each of these countries. The original architect of the CoP concept, Dr Etienne Wenger is supporting the team alongside Beverly Trayner.
Dr Maria Georgiadi, Child and Family Development Worker, Diagnostic and Support Centre, Ministry of Education, Rethymno, Crete
Inclusive Arts was originally set up to give people with learning disabilities the chance to develop their art in a university setting rather than merely as a diversionary activity. The project has since spurred a body of research and an MA, as well as helping to ensure wider inclusion and access to art for excluded minorities. It has also helped the work that is created to filter into the mainstream visual culture. Art from the project was exhibited at Tate Modern and sold to commercial buyers, helping to increase the visibility of marginalised groups in wider society, serving to challenge preconceptions and trigger social change.
The audio you can hear is a Times Higher Education podcast.
We collaborate with partners from industry, commerce, the arts, business, other universities, colleges and research institutions in the UK and around the world. We are proud of our status as a valued and trusted partner.
We embed our engagement activity in a model of partnership and knowledge exchange that is underpinned by mutual benefit. Our approach has the same rigour with respect to quality as we apply to our taught programmes and research.
With a focus on developing knowledge and skills highly relevant to future employment, the Southern Water masters programme 'Excellence With Industry' was introduced to provide students with a competitive advantage when seeking a fast-track career. The programme links the university with some of the UK’s most prestigious employers in the water, engineering and construction industries. This has led to the development of a degree path which combines academic study, industrial placements and validated workplace learning in an integrated programme for mechanical, electrical, electronic and civil engineers as well as project and construction management students.
In 2012 we launched the UK’s first highways engineering course – The Highways Engineering MSc – the first course designed specifically for highways managers. Originally set up for the seven councils and their contractors involved in the SE7 group covering Surrey, East Sussex, West Sussex, Kent, Hampshire, Brighton and Hove and Medway, the course is now being extended to councils and private companies outside the group. The course is recognised as filling a gap in the market by advancing engineers' skills and knowledge in contract management and commissioning, as well as on the technical aspects of highways engineering. The two-year course includes studies in contracts, engineering theory and design, asset and procurement management and personnel management.
The university has been awarded £2.98m to deliver the Green Growth Platform, a strategic five-year project designed to support growth amongst Sussex-based environmental sector companies. This is part of a £50m investment to stimulate the UK economy. The Green Growth Platform (GGP) will provide the intellectual infrastructure required to foster sustainable economic growth in Sussex. Led by the University of Brighton, it will work with key partners to deliver a healthy innovation ecosystem, address strategic skills shortages and ensure that low carbon environmental goods and services (LCEGS) sectors achieve and exceed the high growth rates predicted for the sector.
Sixteen universities and colleges have been allocated a share of the money to work with business and support the UK's economic recovery. The projects are expected to help create more than 500 new companies, 1,200 products and 3,000 jobs – adding more than £3bn to the UK economy.
We are one of the largest providers of education and training for student teachers, teachers and other learning and development professionals in the country.
The university’s School of Education has secured a prestigious, three-year contract for the development and implementation of a National Troops to Teachers Initial Teacher Education (ITE) programme. The programme, which integrates ITE with continuing professional development, is targeted at service leavers from the armed forces who have the potential to be outstanding teachers. The University of Brighton is the lead member of a consortium comprising six other universities. Troops to Teachers is part of a cross government initiative being developed by the Department for Education and the Ministry of Defence and is an innovative, employment-based programme with a strong school-led focus. Consequently, the consortium is also working with a range of outstanding primary and secondary schools in its development and delivery. Education Secretary Nicky Morgan recently announced that the University of Brighton has been chosen to lead the expansion of the Troops to Teacher programme.
We have a partnership with Kaplan to provide an International College that offers university preparation for international students. The International College prepares students for progression to a wide range of undergraduate and postgraduate degrees. Students who successfully complete a preparation course at the college are guaranteed a place on a degree in a diverse range of subjects, including business, computing and engineering.
International partnerships are an important element of the university’s international strategy. The university has established formal links and agreements with major institutions in countries worldwide which enable us to offer staff, students and researchers the opportunity to work and study in other parts of the globe.
In July 2013, we renewed our agreement with the Universiti Teknologi Petronas (UTP) in Kuala Lumpur, which was originally signed when Vice-Chancellor, Professor Julian Crampton went to Malaysia in 2008 to support partnership development and collaborative working in the automotive engineering area. Since the original agreement with UTP, many student and staff exchanges have been undertaken including research in the Sir Harry Ricardo Research Laboratories within the our Centre for Automotive Engineering led by Professor Morgan Heikal. Professor Heikal spent two years on secondment at UTP, developing its industrial research base.
The audio you can hear is Professor Neville Jackson, Chief Technology and Innovation Officer at Ricardo talking about the collaborative work that has been engaged in with the university.
The university is also influencing ground-breaking changes to health services in China and Thailand. Our School of Nursing and Midwifery has delivered bespoke courses to senior health professionals from both countries, giving participants a chance to examine how health services are delivered in the UK. One course on offer, Introduction to Community Health Care in the UK, is run in collaboration with the Brighton and Sussex Medical School’s Division of Education, and Innotech Ltd, a company which develops innovative business ideas. Our courses have been running since 2008, educating nearly 100 senior health professionals from Shanghai and Beijing, and already the Minhang district has implemented a new GP service with the Minhang model now viewed as a beacon of innovative service delivery in Shanghai.
We believe that strong partnerships of this nature allow the university to develop and widen its international research base. This type of partnership exemplifies how universities across the globe can work effectively together for mutual benefit.
In November 2014 the university signed an agreement with a medical university in China to jointly deliver pharmacy research degrees to Chinese students. The collaboration will see students from Wenzhou Medical University (WMU) near Shanghai spend up to six weeks each year at the University of Brighton's School of Pharmacy and Biomolecular Sciences. The university will be the awarding body for their degrees.
Every year, four art and design students are funded to exchange with students from Nagoya University of Arts in Japan. Students are assessed on their work and staff also take part in the exchange on an annual visit during degree shows to judge student awards. Other partnership initiatives with Nagoya involve academic staff, publications, joint research projects, joint teaching and cultural exchanges.
The audio you can hear is Lizzie Thomas, a Design and Craft graduate, who participated in the Nagoya exchange programme.
The University of Brighton is a financially sound institution with strong ambitions in education, research, social engagement and community. We plan to invest further in these areas and positively increase our impact and involvement. We invest in sustainability in its broadest sense; in the way we work, the way we develop our partnerships, the way we educate our students, the way we take care of our environment and in the way we invest in our buildings and infrastructure. We use our Education for Sustainability (EfS) programme to inspire staff and students to consider how sustainability is relevant to their individual areas of work and to reinforce internationalisation, global citizenship and to develop students as researchers.
We are investing in a new programme of social informal learning spaces (SILS). The project aims to support graduate designers to create new spaces for other groups of student and users, focusing on unused or underused spaces and existing communal spaces across the university’s campuses. The project is transforming these spaces into vibrant, stimulating and positive environments for conversations, socialising and learning.
We believe students don’t just attend university for the concentrated study of a particular subject; universities need to provide opportunities for informal dialogue, collective and social learning and the opportunity to interact on a one-to-one basis in a supportive environment. This project aims to create environments that allow for and encourage such activities and to create new kinds of learning spaces.
In April 2015 the flagship prototype space, in the Watts Building on the university's Moulsecoomb campus in Brighton, collected the inaugural Association of University Directors of Estates' Impact Award. The award, designed to highlight exceptional achievements of universities and those who work in them, recognised the considerable impact made by innovative design developed by two recent graduates, Carly West and Tom Munson working with Project Manager Steven Jones.
We are investing £4million a year on digital transformation projects to further equip the university buildings with the latest technology and to provide our students with a twenty-first century digital experience.
We have some major construction developments either underway or about to begin which will benefit not only the university and our students and staff but also the communities, towns and city in which they take place.
In the last decade, we have invested more than £100m on the equipment and buildings our students use every day. The University of Brighton is one of the greenest universities in the UK according to the People and Planet 2012 Green League. We are tackling our environmental impacts in many ways and in 2010 implementing an ambitious 50 per cent carbon reduction target in five years. Our target is more ambitious than that of any other higher education institutions in the UK. It requires many changes to the way we operate and the c-change initiative is helping everyone at the university to get involved.
In Brighton we have invested over £60m in developing and improving our Falmer campus. In the last six years we have opened the Checkland building providing a home to the schools of Education and Humanities. It provides flexible hall spaces, which are suitable for exams and performances, which are set around a central glazed multi-storey atrium. Our £7.6m sports centre also opened for business along with a new £650,000 astroturf football pitch. The sports centre includes a fitness suite, two activity studios and a sports hall with six badminton courts. There are also netball and tennis courts. This state-of-the-art facility was built in record time and has many environmental features such as a green roof, solar- powered heating and rainwater harvesting.
At our Moulsecoomb campus, Huxley, a £23m bioscience building, was opened containing impressive facilities for pharmacy education and research. Its modern laboratories provide the ideal environment for teaching pharmaceutical sciences. The clinical skills facility enables students to benefit from the patient-focused education necessary to meet the new educational standards of the General Pharmaceutical Council.
A three-year project investing £26million in the major refurbishment of our Cockcroft building began in 2013. This 1960s building is being redesigned and transformed by making the best use of space for learning and working, with innovative and creative use of technology. The solar panels installed on the roof in 2012 are one of the largest generators of renewable power in the Brighton area.
The success of the newest campus in Hastings has led to the development of a new building in the town centre, completed in 2013. It brings new subjects to the Hastings campus, including nursing and biology, and will lead to significant growth in the student population in the area.
The university is working closely with Brighton and Hove city council and business partners, having secured £17.4m of government funding towards three major developments: the regeneration of Circus Street to provide a new library and academic building for the arts, as well as student accommodation for our Grand Parade campus; an Advanced Engineering Centre at our Moulsecoomb campus, in partnership with Shoreham-based Ricardo, and a new Central Research Laboratory and innovation centre at Preston Barracks in Moulsecoomb. The university has also exchanged contracts with the City Council and Cathedral group for the purchase and £150million development of Preston Barracks and the neighbouring university land at Moulsecoomb and detailed master planning is underway.
Each town has lots of opportunities to get involved in its culture and community – offering something for everyone and a great place to study and live.
Brighton is vibrant, colourful and creative. It has a reputation for being free-thinking and for valuing different cultures, and is known for its exciting cultural and social life.
The city hosts the largest arts and culture festival in England – the Brighton Festival – along with a number of other events, such as the Brighton Science Festival, Pride, Burning the Clocks, the London to Brighton Bike Ride, the Brighton Food Festival and the Brighton Marathon.
Brighton offers a hotbed of festivals, galleries, museums, film, nightlife, comedy and theatre. Shopping in the city is second to none, from the high street and Brighton's famous Lanes to the eclectic North Laine area.
Considered the sunniest place in the UK, Eastbourne is a lively seaside town surrounded by beautiful countryside.
There is a wide variety of restaurants, cafes, traditional pubs, wine bars and nightclubs in the town, along with many sporting and cultural activities. Sports range from golf to horse riding, with water sports such as sailing, canoeing, body boarding, windsurfing and power boating all very popular in the town.
The town boasts four theatres, two cinemas, four shopping centres, and is home to the Towner contemporary art museum for south-east England, all within a short walking distance of our campus.
Eastbourne is host to the largest free airshow in the UK. This event sees a vast array of air displays along the seafront and attracts approximately one million people over four days in August.
Thousands of people attend the extreme sports festival every year to watch and take part in the adrenaline fuelled activities on offer including kite surfing, parkour, street surfing and speed skating.
Hastings is an historic and beautiful town with a vibrant arts and live music scene. It is home to the largest beach-launched fishing fleet in Europe, the remains of the first castle in England to be built by William the Conqueror, a preserved Old Town and a strong local arts community.
The Old Town, to the east, is a mix of half-timbered houses, narrow streets and passageways, locally known as twittens. It has a quirky mix of shops that sell vintage pieces and one-offs. To the west is St Leonards which features the classical elegance of James Burton’s architecture and the fashionable Norman Road which offers a great collection of antique shops and vintage galleries.
Hastings is home to the Jerwood Gallery, which is the new public home to the Jerwood Foundation’s collection of twentieth and twenty-first century British art. Annual events in Hastings include Hastings Day, Jack in the Green and Pirate day.
The Hastings Seafood and Wine Festival is a celebration of Hastings sustainable fishery and fishing heritage, its surrounding vineyards and excellent local food producers.
The university is committed to equality of opportunity. We welcome and encourage applicants from all sections of the community, regardless of age, disability, gender identity, nationality, race, religion/belief, sex or sexual orientation.
If you are interested in working for the university please visit our vacancies page and see if there is an opening that matches your skills.
If you have any questions please email firstname.lastname@example.org or phone (+44) 1273 644 644.
We look forward to welcoming you.