James Bledsoe, Cameron Owen, Sean Scantlebury and Emily Todd bring specialist knowledge in performance analysis, sports science and strength and conditioning to the tournament, helping players and coaches prepare for the demands of elite international rugby league. James Bledsoe is Senior Lecturer in Performance Analysis at Leeds Becketts Carnegie School of Sport and Head of Performance Analysis for England Men. His work involves using video and data to help coaches and players understand performances, prepare for opponents and make informed decisions. During the tournament we do everything from filming training to analysing training to analysing our opponents and analysing our own performances, James said. This work begins long before the first whistle. In the build-up to the World Cup, James and the wider performance analysis team have supported the development of game models and squad selection, helping coaches assess how the team can perform against different opponents. His role also reflects the connection between Leeds Becketts academic expertise and professional rugby league. Students have opportunities to gain experience through the universitys links with the sport, with some progressing into professional roles. While performance analysis helps teams understand the game, sports science supports the physical preparation needed to compete at the highest level. Cameron Owen, Senior Research Fellow in Sports Performance and Injury at Carnegie School of Sport, will work as a sports scientist with England Men. His role sits alongside a wider connection between Leeds Beckett and the England Rugby League pathway, which provides opportunities for students to develop their practical skills. Cameron said: England Rugby League provides opportunities for CSS students to be involved in their player and coach education days in which we profile the whole of the men's and women's pathway. He added: This creates an opportunity for the students to get hands-on skills working with these elite players who are looking to progress to the professional game. For England Women, Sean Scantlebury and Emily Todd bring complementary expertise in strength and conditioning, player monitoring and performance science. Sean is a Senior Research Fellow at Carnegie School of Sport and England Womens Strength and Conditioning Coach. His work includes monitoring players readiness and recovery to ensure they are prepared for training. Whilst Im in camp in Australia, my role will be to make sure that the players are prepared for each training session, monitoring the players on a daily basis to make sure that they're recovered and ready to train. Emily, a Leeds Beckett PhD student and Lead Sports Scientist for England Women, focuses on player workload management, using GPS data to monitor training demands and help ensure players are doing the right amount of work at the right time. Whilst at the world cup, I'll be overseeing the player load management, primarily looking at all the GPS data, ensuring that we're hitting where we need to be hitting, making sure that they're not doing too much or too less and when they need to be doing it. Her research also explores head impacts in the womens game and how these can be reduced while optimising performance, connecting her academic work with the wider challenges facing elite rugby league. Leeds Becketts facilities provided a base for England Women to bring different aspects of their preparation together, from gym and pitch sessions to recovery. Earlier this year, the team held training sessions at the university, with players including current third-year Sport and Exercise Science student Evie Cousins and alumna Keara Bennett taking part. England Women head coach Stuart Barrow highlighted the value of access to the facilities and specialist support. We try to professionalise the sport as much as we possibly can at this level and to have access to amazing facilities like the gym, the astroturfs and the grass fields and then to come in and do our recovery sessions in the cryo baths and masseuses on hand as well has just been exceptional to give the girls every opportunity to develop and advance in their careers, Stuart said. For Evie, who plays for Leeds Rhinos and is part of England Womens extended training squad, being able to combine her studies and rugby at Leeds Beckett has also been valuable. The universitys performance gym is available to her through a scholarship, while her lecturers have helped accommodate training commitments alongside her degree. Reflecting on the intensity of the England training environment, Evie, who studies Sport and Exercise Science said: Everyone's so focused on the World Cup, it's taken training up another 10 notches, everyone's so competitive and it's just making me strive to be better. Keara, who also plays for Leeds Rhinos and works as Women and Girls Development Officer at Leeds Rhinos Foundation, has experienced the university as both a student and an international player. The facilities here are just outstanding and I always look forward to coming back, she said. The involvement of Leeds Beckett academics in international rugby league brings professional experience into the universitys teaching and research, while creating opportunities for students to learn from the demands of elite sport. For Sean, working with England Women directly informs his work with students, giving them insight into the preparation required for international competition. He said: I'm able to take away my experiences whilst being on camp and help relay that to the students in terms of what its like to prepare an elite level team for international competition, the knowledge of working with a team on a daily basis in a high-level competition and share that experience to students so that if they go on to work with in professional sport, they'll have that to look back upon. As the Rugby League World Cup 2026 progresses, the work of performance analysts and sports scientists will continue behind the scenes, helping the teams prepare, adapt and give themselves the best possible opportunity to perform on the international stage.
The annual event raises vital funds for the Access to Justice Foundation, which supports organisations providing legal advice and assistance to some of societys poorest and most vulnerable people. This year, the walk brought together just under 700 walkers from across the legal profession and wider community. The 10km route took walkers on a circular journey around Leeds, passing landmarks including Leeds Grand Theatre and Opera House, Leeds Minster, the Royal Armouries, Leeds Dock and Leeds Bridge. Participants followed the south bank of the River Aire before heading along the LeedsLiverpool Canal, through Wellington Place and onto Woodhouse Moor. The final stretch took walkers through St Georges Fields and the University of Leeds campus before arriving at Broadcasting Place at Leeds Beckett University, where participants enjoyed drinks and live music. Supporting access to justice The Leeds Legal Walk has established itself as one of the largest events of its kind outside London. In 2025, more than 900 people took part, making it the largest legal walk outside the capital in terms of both participation and funds raised. Jenni Taylor, Course Director for Pro Bono and Employability at Leeds Law School says, Leeds Law School was proud to host the Leeds Legal Walk and to welcome such a fantastic turnout from the legal community across the region. The event brought together students, academics, and legal professionals in support of the Access to Justice Foundation and the organisations it supports locally, highlighting the collective commitment to access to justice. Hosting the event reflects our commitment to social justice and to making a positive difference within the wider community. Through initiatives such as the Leeds Legal Walk, our students and staff help to champion and sustain services that are vital in ensuring justice remains accessible to all. We are delighted to have played a part in supporting the Access to Justice Foundation and we are grateful to everyone who took part and helped make the event a success. We look forward to welcoming the legal community back to Leeds Law School when we host the event again in 2027." Funds raised support the Access to Justice Foundation, a registered charity established in 2008 through collaboration between the Law Society, the Bar Council, the Chartered Institute of Legal Executives, and the voluntary sector, with support from the judiciary. The foundation provides strategic grants and supports the advice sector to improve access to legal help for people who might otherwise struggle to obtain it. The Access to Justice Foundation Yorkshire, which organises the regional event, has thanked Leeds Beckett Universitys Leeds Law School, Leeds Law Society and the wider legal profession for their continued support. David Barraclough, Chair of the Access to Justice Foundation Yorkshire says, the continued support of Leeds Law School and the legal profession in Leeds was central to the success of the event and its work to improve access to justice. Planning is already under way for the 2027 Leeds Legal Walk, with the date to be confirmed.
The Simulated Law Firm Brand Competition formed part of an innovative employability-focused module for those studying LLB Law and LLB Law with Criminology. Students were challenged to create a professional legal brand from scratch, which included developing a firm name, logo, strapline and supporting rationale that reflected the values and identity of a modern law practice. Working in teams of up to four students, students attended specialist workshops delivered by Beckett Careers and Library Learning Services, where they explored the fundamentals of branding and professional identity. Professor Jill Dickinson, Professor of Law and Professional Development at Leeds Law School, says: This competition was designed to help students bridge the gap between academic study and professional practice. By asking students to think like future legal professionals and business leaders, they developed valuable commercial awareness, teamwork and communication skills while engaging with a realistic legal sector challenge. Six teams of students entered the competition. Entries were judged by representatives from Irwin Mitchell against criteria including professional identity, market differentiation, trust-building, legal ethos and long-term adaptability. Winning team creates brand supporting International Students The winning team, made up of Violet Mlanzi, Ruya Akbary, Michaelina Nikolaou and Ayat Ali, impressed judges with their concept, Link Legal. Designed to support international students, Link Legal focused on making legal services more accessible and understandable for those navigating challenges such as housing issues, contracts and everyday rights built on the idea legal services should work to solve and prevent problems. Judges praised the entry for its clear professional purpose, strong market positioning and modern, credible brand identity. Its standout element was its clear sense of why. Runner-Up firm champions underrepresented voices Second place was awarded to Angela Lahunay, Sandra Dziubinska and Samaah Sajjad for their concept, LDS Advocates. The brand focused on addressing injustices affecting women and other underrepresented groups, with particular attention to issues such as domestic abuse, sexual harassment and systematic mistreatment. Judges commended the firm's thought-provoking ethical focus, distinctive market position and commitment to pro bono support - noting its strong potential for future growth and impact. Building employability through real-world learning Hannah Beever, Employability Curriculum Development Consultant at Beckett Careers, says initiatives like the Brand Competition provide students with a learning opportunity that relates directly to a legal sector challenge. Students are gaining valuable insight into how successful legal firm brands are developed, communicated, and beginning to recognise how they can shape and communicate their own emerging professional identities. This competition gives students the chance to apply their skills in a practical way and build their confidence in presenting themselves as future legal professionals. She adds, through initiatives like this, students gain insight into industry expectations, strengthen their professional skills, and build confidence in presenting themselves and their ideas to external stakeholders. Following the success of its first year, sponsorship from Irwin Mitchell for the competition has been confirmed for continuation and students are invited to start expressing their interest in being involved before the competition formally launches at the start of the L4 Legal and Employability Skills module in January 2027. Sarah Al-Jourani, Solicitor at Irwin Mitchell says: I have really enjoyed being involved in the LLS Simulated Law Firm Brand Competition. It is a fantastic initiative that gives students a valuable opportunity to develop practical skills, think creatively, and gain insight into the realities of working within a law firm with focus on the business elements being just as important as the legal services. Supporting initiatives like this is incredibly important to help nurture future talent in the profession, and it has been great to see the enthusiasm and innovation demonstrated by those taking part. The winning designs are currently on display in the Leeds Law School building.
Dr Mandy Pierlejewski, Senior lecturer in the Carnegie School of Education,believes the assessment should be replaced with an observational, play-based approach developed by early years specialists and practising teachers. Mandys call follows research examining children's experiences of the Reception Baseline Assessment (RBA), which takes place during the first six weeks of primary school and provides a starting point for measuring pupils' progress through to the end of Year 6. The study involved detailed video observations of 22 children across two versions of the assessment in 2024 and 2025, including 17 children completing the newer touchscreen version. Researchers identified behaviours associated with distress, including children covering their eyes or ears, sucking their thumbs, and repeatedly stroking their faces. Some children appeared increasingly uncomfortable as the assessment progressed, while others struggled to understand the digital actions required to complete tasks. Mandy believes these findings raise important questions about whether the assessment is measuring children's knowledge or their familiarity with technology. "If a child knows the answer but cannot demonstrate it because they don't understand how to use the touchscreen, we're not getting an accurate picture of their abilities. That raises serious questions about the reliability of the data being collected," Mandy said. In one example, children were asked to solve a subtraction problem by moving images of leaves on a touchscreen. The research found that translating practical mathematical activities into digital tasks could introduce additional cognitive demands, making it harder for children to demonstrate their understanding. The LBU academic also raised concerns that the assessment could disadvantage children with limited experience of digital devices, including those from less digitally connected households, as well as children with special educational needs and disabilities and those learning English as an additional language. She said that the digital format creates an additional barrier at an important stage of children's development, when they are adjusting to a new school environment and building relationships with teachers. The findings also contribute to a growing debate about screen use among young children, following government guidance encouraging parents to limit screen exposure and prioritise shared, interactive experiences. Mandy added that the digital assessment contradicts the principles of the government's screen-use guidance, as teachers are required to follow a prescribed script rather than interact naturally with children to explore their understanding. "The Reception Baseline Assessment doesn't need minor adjustments. It needs to be fundamentally redesigned by people who understand how young children learn and develop. Early years teachers and specialists should be at the heart of that process," Mandy Pierlejewski said. The LBU academic proposed alternative would involve teachers observing children through play and everyday classroom activities, using agreed developmental criteria to assess emerging skills in areas such as communication, early literacy and numeracy. Mandy added: "An effective baseline assessment should build on what early years teachers already do well: observing children as they play, communicate and explore. We can gather meaningful information about children's development without relying on formal digital testing." Although the qualitative study involved a small sample and cannot establish how widely the findings apply across England, it offers detailed insights into children's experiences of the assessment and raises questions for further investigation. Mandy hopes the findings will encourage policymakers to reconsider the current approach and involve early years professionals in developing an assessment model that is both educationally meaningful and appropriate for young children. She is also considering further research exploring how children from infancy to age five engage with digital technology across home and educational settings, building a broader understanding of the role screens play in early childhood development. Find out more about the research.
The Online Sperm Donation Project is a four-year, multidisciplinary, Economic and Social Research Council (ESRC) funded research project led by LBU academic Rhys Turner-Moore, with the full research team spanning five organisations, that explores the evolving experiences of people who go online to seek or donate sperm, and those navigating alternative routes to conception and co-parenting. The study reveals that despite its increasing use and visibility, online sperm donation remains poorly understood. Participants in the research highlighted that public and professional discussions often focus on risk, rather than peoples diverse experiences and needs. As the largest study into online sperm donation (OSD) to date, the newly released findings provide evidence-based recommendations: Better information and support are urgently needed Online sperm donation is an established route to family formation, particularly for the LGBTQ+ community, solo parents and those who face barriers to accessing fertility clinics or prefer a non-clinical route to conception. Prior research found that there are currently 52 English-speaking online sperm donation platforms worldwide, with more than 343,000 users. Despite its established presence, the Online Sperm Donation Project found that there is no trusted, independent guidance on how to navigate OSD and there are few support communities. Recipients and donors frequently learn how the process of online sperm donation works through trial and error, relying on fragmented information that is created or shared by other users. People involved in online sperm donation can struggle to access reliable, independent information about legal parenthood, fertility, conception, pre-conception health and sexual health screening. The new research recommends that online platform owners improve onboarding processes and work with academics, clinicians and third-sector organisations to develop free, accessible and evidence-based information. It also calls for peer-led support communities for recipients, donors and co-parents, helping people access support and guidance from others with relevant experiences. Safety must be a shared responsibility The research identifies challenges in online sperm donation including misinformation, unwanted sexual behaviour, pressure and coercion. It also found that unequal power dynamics can make it harder for recipients to negotiate arrangements, question a donor's behaviour or refuse unwanted situations. People seeking to conceive may feel under pressure because of limited donor availability, the urgency of their family-building plans or a donor's greater experience of online donation. As a result, recipients can be left carrying much of the responsibility for identifying warning signs and managing risks themselves. The project calls for safety to become a shared responsibility involving policymakers, online platforms, healthcare commissioners and third-sector organisations, and informed by research. The researchers also recognise that online donation platforms are often run by people with personal experience of the process, rather than organisations with substantial resources. Platform owners may need financial investment, practical support and opportunities to work with regulators and other organisations to implement effective safeguards. Fertility treatment access and family law need to catch up The findings highlight how barriers to clinical fertility treatment can limit people's choices on how they conceive. Restrictive NHS eligibility criteria, differences in funding between regions and the high cost of private treatment can leave people with few affordable alternatives. Same-sex couples and solo women can particularly face barriers to accessing fertility treatment. The project recommends improving equitable access to NHS-funded fertility treatment so that people have a genuine choice between clinical and non-clinical routes to conception. The research also identifies gaps in the oversight of donations in online sperm donation. Donors vary in how many families they help to create, and some donate both online and through sperm banks or fertility clinics. There are currently no formal mechanisms for systematically monitoring online donation activity, the number of donor-conceived children or related donor information, and so the researchers recommend exploring the potential for a voluntary registry. Legal parenthood is another area of concern. Current frameworks can leave people involved in conception arrangements outside fertility clinics uncertain about their legal rights and responsibilities. The law means that some donors are legal parents, while some non-gestational partners are not. The law also limits legal parenthood to two people, even where more than two adults intend to share the responsibility of raising a child. The project calls for a review of the legal framework governing parenthood in conception arrangements outside fertility clinics, taking account of the needs and experiences of contemporary families. Turning research into action The projects recent celebratory showcase, New Ways of Creating Families, presented the findings through a collection of comic stories and a short film to attendees including the research team; creatives involved in the project; research participants and their families; professionals working in fertility, family-making and allied fields; and members of the public. Dr Rhys Turner-Moore, Professor in Psychology at Leeds Beckett University and lead researcher on the project says: Our book of eight comic stories and short film were made to increase public and professional understanding of online sperm donation. These resources draw on our research interviews with people who are seeking or donating sperm online, their partners, and people looking online for someone to conceive and co-parent with, to illustrate the diverse journeys, motivations and experiences of people involved in online sperm donation. The comic stories and film highlight some of the highs and the lows of this route to family-making, but also the nuanced and sometimes complex spaces in between, revealing it to be a space that has challenges, uncertainty and disappointment, but also innovation, hope, connection and joy. The team have distributed the book of comic stories, film and stakeholder briefing to professional organisations and bodies with a view to increasing understanding of online sperm donation and actioning the projects recommendations. After the success of the projects celebratory showcase, the team are currently looking for further opportunities to share the comics stories and film with the wider public to broaden public understanding and conversations about this often-misunderstood route to conception. Anastasia, a research participant with lived experience of online sperm donation said, having lived through some of the challenges highlighted in the comics, I know how isolating, confusing, and overwhelming the beginning of the journey can feel. Looking back, I only wish that a resource like this existed when I was at the start of my own experience. What makes this project so valuable is that it is rooted in the real experiences of all different types of families. Dr David Carless, Academic Team Member,Reader at the University of the West of Scotland and Film Producer adds, as researchers, we have been granted an opportunity to learn directly from participants, recipients, donors and partners, about the realities of online sperm donation. Our film passes this learning on by tracing the experiences of one recipient and one donor. It foregrounds the personal consequences of entering the world of online sperm donation, the highs and lows, the joys and sorrows. "I hope anyone with an interest in online sperm donation will watch this 20-minute film to become better informed of, and to feel for themselves, the challenges and possibilities afforded through this new way of creating families. Sources are available for use on the Online Sperm Donation Project website.
Dr Peter Robinson, Head of Subject for Events, Tourism and Hospitality Management at Leeds Beckett University, has co-authored new research with Dr Natalie Semley of Falmouth University examining the future of destination management. The State of Destination-Making 2026 report, produced for the Tourism Management Institute (TMI), surveyed 91 destination leaders across the UK and Ireland. The research highlights how teams responsible for this work are facing reduced funding, limited staff and less government support, despite growing demands on their services. The report warns that destinations with greater investment and support could thrive, while others risk falling behind. It calls on decision-makers to take four actions: Recognise the value and complexity of the visitor economy. Resource destination organisations to grow the visitor economy. Connect destination organisations so that they can work together to create impact. Equip destination-makers with the tools to thrive and not merely survive. Dr Robinson presented the research at the TMI annual convention on 15 October. Read the full report.
The 30-month KTP project is part-funded by UK Research and Innovation (UKRI) through Innovate UK. Academic experts from LBUs School of Built Environment, Engineering and Computing and Leeds Business School will work with Arville to integrate the operational and commercial aspects of the business, supporting better-informed decisions and new opportunities for growth. Arville holds large amounts of valuable technical and commercial data. The team will connect and further harness these data to provide a clear and consistent view of the companys performance across customers, products and brands, enabling more effective data-led decision-making. Dr David Love, Senior Lecturer in the School of Built Environment, Engineering and Computing, and project lead, explained: This KTP forms part of a portfolio of successful projects that draw on the combined expertise of Leeds Business School and the School of Built Environment, Engineering and Computing at Leeds Beckett University. Arville has been trading successfully for 75 years, and this is an exciting opportunity to work across the business and embed innovative approaches and skills. These capabilities will help Arville reach new customers and markets, creating growth and opportunities that extend well beyond the lifetime of the KTP. Steve Gill, Group Chief Executive Officer at Arville, said: As a business built on innovation, we recognise the importance of harnessing data to support future growth. This partnership with Leeds Beckett University will provide the tools, frameworks and capabilities needed to transform how we make decisions across the organisation. By integrating commercial and operational insight, we will be better positioned to improve profitability, enhance efficiency and deliver greater value to our customers. An experienced graduate will be recruited to manage the project as a KTP Associate. The Commercial and Operations Analytical Lead will join the Arville team full-time and receive full support from the LBU academics. For more information and to apply, please visit the Leeds Beckett Jobs website. The closing date for applications is 19 November 2026. Anne-Marie Gallagher, Business Development Manager at LBU, added: This new KTP project forms part of Leeds Beckett Universitys wider support for the textiles sector. It builds on collaborations with leading Yorkshire manufacturers, including Abraham Moon and Specialised Covers, that aim to drive innovation, sustainability and growth. The full LBU KTP team comprises: Dr David Love, Course Director in the School of Built Environment, Engineering and Computing, specialising in Electronics and Robotics; Dr Christine Zhang, Senior Lecturer in Marketing, Leeds Business School; Dave Chesley, Senior Lecturer in the Leadership, Governance and People Management subject group in Leeds Business School.
The award celebrates the contribution of Carnegie School of Sport to the foundations community programmes, womens football academy and wider work supporting children and young people. Senior Lecturer, Dr Dan Bates works with the foundation on programmes including Unlocking Potential and Active Through Football. The collaboration helps the partners understand how initiatives are meeting their objectives, assess their impact and identify what is working. Dr Bates said: As academics and as researchers we have access to a whole range of current research and insights about what works and why in physical activity interventions and in promoting sport. But it's the foundation who are delivering it. It's the foundation who have the relationships and the contacts on the ground who are making the work happen. So for us, it's a fantastic opportunity to be able to share that knowledge that we have, but also adapt it and make it work in the context of the Leeds United Foundation's work as well. The collaboration also provides valuable opportunities for students to apply their learning in real-world settings. By engaging with live projects and the people delivering them, students gain practical experience and insights that can support their future careers. Max Whitehead, a BSc (Hons) Applied Sport Studies in Football student, has been working with the foundation as part of his studies. He said:From a student perspective I think it's massive that we continue this partnership just because of the support and the opportunities that come with it. I wouldn't have had that opportunity to apply into real world environments. For example, the Unlocking Potential program. I feel like I'm so much more employable. Carnegie School of Sport also supports the Leeds United Womens Academy, providing access to university facilities and wider support to help young players develop both on and off the pitch. The partnership is mutually beneficial, with the foundations practical experience and local knowledge helping to inform research and teaching at Leeds Beckett. Real-world examples and resources from the programmes bring academic theory to life for students, connecting their studies with the challenges and opportunities facing communities across Leeds. The Leeds United Foundation recognised the teams contribution across a range of activities, including supporting its programmes, providing access to facilities and sharing research, data and insight to help inform its work. The award celebrates the shared commitment of Leeds Beckett University and Leeds United Foundation to creating opportunities through sport and making a positive difference in the city. Watch how our partnership with Leeds United Foundation is creating opportunities for students and making a difference across Leeds.
The residential programme brought together CEOs and other C-suite leaders from major Brazilian organisations operating across technology, banking, insurance and telecommunications for a week of academic sessions, leadership development and business experiences in Leeds and the wider area. Developed by Leeds Business Schoolsacademic team, the programme explored global economics, changing consumer behaviour, leadership, strategic thinking and the future of technology. Sessions included psychometric leadership assessments, discussions around Generation Z and Generation X, and inclusive workplaces for neurodivergent employees. The programme connected academic expertise with the practical challenges facing senior decision-makers, while showcasing Leeds Becketts approach to applied business research and industry collaboration. Participants also met senior colleagues from across Leeds Business School to learn about degree apprenticeships, regional business engagement, Innovate UK funding and sustainability partnerships with global organisations. Connecting international business with Leeds Alongside the academic programme, the group explored the regions business community and cultural heritage through a series of visits and experiences. Andrew Cooper, CEO of LeedsBID, led a tour exploring Leeds retail heritage and the role of the citys business community in supporting skills development. The executives also visited Sticks Glass, a Leeds-based broadcasting SME, and Catapult, a sports technology business, to learn more about how technology is being used across different industries. A visit to York, including afternoon tea at Bettys, offered a further opportunity to experience the regions distinctive cultural heritage. Building a long-term international partnership Olga Munroe, Head of the Retail Institute at Leeds Business School and Programme Director, developed the bespoke programme around the interests and challenges facing senior executives, bringing together expertise from across the Business School. Olga said: We look forward to building a long-term partnership with WCES. Its experience in executive education and its ability to connect senior professionals from international markets with academic expertise create an important opportunity for collaboration. Our approach is centred on learning through action, using applied methodologies, structured discussion and critical thinking to connect academic insight with the challenges leaders face in practice. The programme also brought together academic knowledge and industry experience, with Celso Tonet, an executive with extensive experience in customer experience, relationship management and business transformation in Brazil, contributing his professional insights. Celso said: There is enormous value in being able to transform decades of practical experience into knowledge capable of preparing other leaders. The partnership reflects Leeds Business Schools commitment to working with businesses internationally, sharing academic knowledge and creating opportunities for learning through practical experience. According to Thiago Quintino, Founder and CEO of WCES, the partnership with Leeds Beckett University began through connections established with the British government and reflects a shared commitment to preparing professionals for the rapidly evolving demands of the global market. At WCES, our mission is to help organisations and professionals develop critical capabilities quickly, anticipating market needs rather than simply reacting to them. We see a strong alignment with Leeds Beckett University, whose academic expertise and practical approach to education make it an ideal partner in our vision of building the school of the future. Together, we have an opportunity to bring professionals from around the world to the UK for truly transformative learning experiences. Plusoft, a pioneering company in Latin America, played an important role in bringing this initiative to life. Recognising the accelerating pace of global business transformation, the company invested in an international executive development experience for its professionals, entrusting WCES with the strategic curation and coordination of the programme in partnership with Leeds Beckett University. Following the success of the first cohort, Leeds Beckett and WCES are exploring plans to welcome another group of executives to Leeds in spring, alongside opportunities to extend the collaboration internationally, including with partners in China.
Leeds Beckett alumna Gracie Hobbs will represent Wales Women at the tournament, taking her place on the international stage as the competition returns to Australia, New Zealand and Papua New Guinea. Current third-year Sport and Exercise Science student Evie Cousins and alumna Keara Bennett are among those representing England Women. Both took part in training sessions hosted at Leeds Beckett earlier this year, making use of the universitys Carnegie School of Sport facilities as the team prepared for the tournament. Speaking during the spring training sessions, Evie who is looking to make her England debut said: Everyone's so focused on the World Cup, it's taken training up another 10 notches, everyone's so competitive and it's just making me strive to be better. They will be joined in England Womens World Cup preparations by Dr Sean Scantlebury, Senior Research Fellow at Carnegie School of Sport and England Womens Strength and Conditioning Coach, and Emily Todd, a Leeds Beckett PhD student and Lead Sports Scientist for England Women. Leeds Beckett is also represented in the England mens set-up by James Bletsoe, Senior Lecturer in Performance Analysis and Head of Performance Analysis for England Men, and Dr Cameron Owen, Senior Research Fellow in Sports Performance and Injury and a Sports Scientist for the team. Jamess role will involve providing analysis to help the England mens coaches and players prepare for and respond to their opponents throughout the competition. He said: Carnegie School of Sport plays an integral role within the professional rugby league game. We have a really ingrained programme with England Rugby League and the RFL as well as through Super League clubs. A lot of our students are currently working on placements across the game, and many have gone on to professional roles within the sport. The involvement of Leeds Beckett staff reflects the universitys established links with rugby league, bringing expertise in performance analysis, sports science, strength and conditioning and player monitoring to the international stage. The Rugby League World Cup 2026 gets underway on 15 October, with England Men opening their campaign against Tonga on Saturday 17 October. England Women and Wales Women will also face each other in their opening match on 17 October. Everyone at Leeds Beckett wishes Gracie, Evie, Keara and all the players and staff involved the very best as they represent their nations at the Rugby League World Cup 2026.
Leeds School of Arts at Leeds Beckett University has launched a new initiative, Luminaries, which recognises the outstanding contributions graduates are making across the creative and cultural industries. The launch celebrated the first three Luminaries, celebrated Architect, Bo Muchemwa, designer to global brands, Nicholas Blowey and award-winning film director, Lesley Posso. The graduates were officially welcomed at a celebratory evening with special guests where they shared insights into their career successes in a QA, offered advice for future graduates entering the creative industries, and reflected on how Leeds School of Arts was the place it all began for them. One key message was the importance of being curious and collaborative when working in and nurturing others across the creative sector. Lesley Posso emphasised that collaboration is key, in particular creating communities and being part of communities. She encouraged students to reach out to people who inspire you and to find a mentor, adding one message could change the course of your career. Bo Muchemwa echoed this, saying collaboration is hugely rewarding and important for sustaining a career in the creative industries and that he is currently collaborating with people he met during his time in Leeds School of Arts. Nicholas Blowey highlighted the importance of creating a space where students can engage with industry, saying it is the unlock. He reflected on how fortunate he was to have had these opportunities during his own time at Leeds School of Arts. Bo reflected, saying It is a challenging time to be a creative student. It requires a lot of commitment and self-belief. My advice is to stay curious and encourage others. What makes a creative career interesting is having a unique voice and the drive to express it. The permanent installation within the Leeds School of Arts building features displays of their work, including some words of wisdom to current students. Oliver Bray, Dean of the Leeds School of Arts, says: Luminaries celebrates the extraordinary impact our graduates are having in the world and recognises the many ways that creative talent can flourish. Listening to Bo, Nicholas and Lesley, a common thread emerged: you do not always have to know exactly where you are going, or what you are doing, but you do need to remain curious, open to collaboration and willing to seize opportunities when they arise. Their achievements show the power of creative education not simply to develop skills, but to build confidence, foster community and enable people to make meaningful contributions to culture, society and the creative economy. We are incredibly proud that their journeys began here at Leeds School of Arts. Celebrating the people behind the creative success The first three Luminaries showcase three of seven subject areas within the Leeds School of Arts, highlighting the breadth of creative careers the school produces: Bo Muchemwa, BA Architecture, 2010 Bo is a UK-registered architect and co-founding director of McCloy + Muchemwa. The practice was selected for the Architects Journal 40 Under 40 in 2020, profiled in Wallpaper*s Next Generation series, and featured in the Architecture Foundations New Architects 4 in 2021. Bo and fellow director Steve McCloy were named RIBA Journal Rising Stars in 2022. His work has been exhibited at the Royal Academy of Arts Summer Exhibition. He received the RIBA Yorkshire Bronze Medal on graduating in 2010 and was also nominated for the RIBA Presidents Bronze Medal. He teaches at the University of Westminster and The Bartlett School of Architecture, UCL. Nicholas Blowey, BA Graphic Design, 2022 Nicholas is a London-based interdisciplinary designer specialising in branding, motion design and 3D graphics, with experience working with global brands including Nike. At Accept Proceed, he combines craft and resilience to create design that helps shape better futures. Lesley Posso, BA Filmmaking, 2018 Lesley is a film editor working across fiction, documentary and animation, whose accolades include the Avid Award for Excellence in Editing and the RTS Craft Editing Award. Her work has screened at festivals worldwide, earning recognition from major awards including the BAFTAs, BIFAs, IRIS Prize, RTS and Grierson Awards, while her short film Ovary-Acting recently premiered at Tribeca Festival following a personal selection by Whoopi Goldberg. Celebrating Leeds' creative community The launch brought together members of the Leeds School of Arts community alongside the wider Leeds community, including the Lord Mayor of Leeds, Councillor Stephen Holoyd, showcasing strong connections between the school, its graduates and the wider creative and cultural sector. The creative industries are an essential part of what makes Leeds such a vibrant and dynamic city. It is wonderful to see Leeds School of Arts recognising graduates whose talent, hard work and creativity are having an impact both nationally and internationally. Their achievements show what can be accomplished through curiosity, collaboration and determination, and I hope their stories inspire the next generation of creative talent here in Leeds. Following the launch, the initiative will continue with additional alumni profiles.
LBU is also ranked highly for its research partnerships and Continuing Professional Development (CPD) and Graduate start-ups. Professor Silke Machold, Pro Vice Chancellor for Research and Innovation, said: "We are immensely proud of this important recognition. To be placed so highly in the national KEF really reflects and celebrates our commitment at LBU to deliver positive change and impact through research and knowledge exchange as an anchor institution in our region. We are dedicated to turning academic insight into practical innovation, sharing our knowledge and cutting-edge research to help businesses and communities grow and thrive. As always, we are open to developing new and exciting partnerships and collaborations with businesses and public and third sectors. LBU's approach to research and knowledge exchange is focused on co-producing research with communities, businesses and policymakers to make sure it works in the real world, and addresses three core global challenges where this approach can effect meaningful change: Greener Sustainable Communities, Sport and Healthy Communities, and Inclusive, Prosperous Communities. Putting people and purpose at the forefront: Working with business LBU is dedicated to supporting its community of businesses, working in genuine partnership to achieve growth, maximise productivity, and create long-term sustainability. The Knowledge Exchange city-centre hub hosts regular networking events and masterclasses; whilst businesses have access to expert support from Leeds Business School through initiatives including Help to Grow: Management, #WECAN (Women Empowered through Coaching and Networking), and the new Peer Productivity Network. LBUs partnership with Exemplas has resulted in a productivity podcast series and set of insight papers for businesses and policymakers. LBUs partnership approach has seen many businesses connect with the university through programmes such as Help to Grow, and go on to develop Knowledge Exchange Partnerships (KTPs), student and graduate projects, and research consultancy work. Building on this success, in 2026, LBU launched Carnegie Innovation, a new sport health tech incubator, using cutting-edge research and facilities to help tackle health inequalities and drive business growth. LBU also leads the Innovation Pathways (In-Path) programme, in partnership with three other West Yorkshire Universities, to connect businesses across the region to expertise to accelerate business growth in health and digital technologies.