The University of Manchester School of Social Sciences

The University of Manchester School of Social Sciences Proud, ambitious and friendly, we offer world-class learning with a strong sense of community.

We're a large School, but we have a strong sense of community and research-led teaching and learning. Students enjoy an inclusive, vibrant and exciting environment here. Our specialised Centres and Institutes carry out world-leading, empirical research, ensuring that our research is focused on addressing major social, economic and political challenges in the UK and globally. Our teaching and resea

rch are founded on a unique combination of eight disciplines: Criminology, Economics, Law, Philosophy, Politics, Sociology, Social Anthropology, Social Statistics.

What does “research impact” look like in practice in the Social Sciences?A recent panel at the School of Social Sciences...
02/06/2026

What does “research impact” look like in practice in the Social Sciences?

A recent panel at the School of Social Sciences Research and Scholarship Showcase explored how research moves beyond academic publication — through collaboration, public engagement, policy dialogue, professional networks, and community partnerships.

The Showcase brought together colleagues at all career stages — academics, researchers, and postdoctoral scholars — to share research, expertise, and practice from across the School.

Across the session, speakers reflected on how research contributes to public conversation, professional practice, policy development, and wider social understanding through sustained collaboration with communities, organisations, and practitioners.

In “Preventing the Abuse of Women Runners”, Dr Caroline Miles and Professor Rose Broad (Criminology) shared research on harassment, fear, and the safety work undertaken by women runners. The project has informed wider discussions on violence against women and girls, through engagement with police forces, councils, running organisations, campaigns, podcasts, and media.

Dr Frederique Janssen-Lauret and Dr Ajinkya Deshmukh (Philosophy) discussed outreach introducing non-Western philosophical traditions to secondary school pupils, delivered through schools, supporting broader access to philosophy beyond traditional curricula.

In “Fast Policy and Practice Transfer in Policy Work at the Frontline of Labour Market Governance”, Dr Alex Nunn (Politics ) reflected on how research that began with a funded project on New Labour and Jobcentre policy evolved into wider work on policy transfer across Europe and Latin America. Much of this work has developed through consultancy, international policy networks, and engagement with governments and policy practitioners.

Professor Simona Giordano (The University of Manchester Law School) presented work on the clinical management of transgender and gender-diverse young people, exploring ethical questions around care pathways, evidence standards, and harm reduction, in dialogue with clinicians, advocacy groups, policymakers, and guideline developers.

Importantly, the session also highlighted the complexities of impact work — including how research is translated for different audiences, how collaboration shapes research itself, and how findings are interpreted beyond academia.

Taken together, the panel showcased how Social Sciences research engages with complex contemporary issues through dialogue, collaboration, and ongoing exchange across academic, policy, professional, and community settings.

Not all competition in digital markets is visible — and not all policy changes deliver the outcomes we expect.A new stud...
02/06/2026

Not all competition in digital markets is visible — and not all policy changes deliver the outcomes we expect.

A new study of European hotel markets, involving researchers from The University of Manchester, the University of Oxford, the European Commission's Joint Research Centre and partner institutions, examines what happened when ‘price parity clauses’—rules preventing hotels from offering lower prices outside major booking platforms—were banned.

The expectation was clear: greater competition would reduce online prices. But the findings point to a more complex reality.

Rather than lowering publicly advertised prices, the study found the biggest changes occurred elsewhere. Prices for bookings made directly with hotels offline fell by around 5%, alongside a shift away from online travel agents towards direct booking channels.

This suggests that while the policy increased competition, much of it took place outside the most visible parts of the market. Online prices showed only small, statistically insignificant changes, even as behaviour shifted behind the scenes.

As Dr Carlo Reggiani notes, banning restrictive rules alone may not be enough to create fully competitive digital markets, as platforms can adapt in ways that preserve their influence.

The study highlights a key challenge for policymakers: improving competition does not always translate into visible price reductions for consumers—especially in complex digital markets.

👉 Read the full article: https://www.manchester.ac.uk/about/news/booking-site-crackdown/
👉Link to the journal article: https://doi.org/10.1093/ej/ueag059

Accountability in government depends on more than good intentions — it depends on having systems that provide effective ...
01/06/2026

Accountability in government depends on more than good intentions — it depends on having systems that provide effective scrutiny and clearly assign responsibility.

In an article published by The Conversation UK earlier this year, Research Associate Nathan Critch, alongside Darcy Luke of the The University of Edinburgh, examined what the Mandelson vetting scandal reveals about accountability and standards in British politics.

Their analysis argues that the controversy is about more than a single appointment. Instead, it exposes deeper constitutional questions about how the UK political system balances independent scrutiny with political responsibility.

Rather than focusing solely on the political fallout surrounding the case, the authors argue that the scandal highlights a broader problem within the UK's accountability framework. While there have been longstanding calls for stronger checks and balances around senior appointments, the authors suggest that politics has simultaneously moved away from a culture of clear individual ministerial accountability.

As a result, they argue that the UK risks finding itself in a "worst of both worlds" scenario: lacking both robust independent scrutiny and clear lines of political accountability when decisions go wrong.

The article offers timely insights into contemporary debates around governance, accountability, and constitutional change in the UK.

👉 Read the full article: https://www.manchester.ac.uk/about/news/mandelson-vetting-scandal/

Education doesn’t just shape opportunities — it shapes how long we live.Professor Arkadiusz Wiśniowski alongside Dr Andr...
29/05/2026

Education doesn’t just shape opportunities — it shapes how long we live.

Professor Arkadiusz Wiśniowski alongside Dr Andrea Tamburini and Dr Dilek Yıldız have revealed new global evidence showing that education is one of the strongest predictors of how long people live. Their study, funded by the Austrian Academy of Sciences, draws on mortality data across 13 countries in South-East Europe, Western Asia and North Africa

Their research demonstrates a clear and consistent pattern: people with more education live significantly longer — even in regions where reliable data has historically been limited.

The findings highlight substantial inequalities, with gaps in life expectancy between education levels exceeding a decade in some countries, and particularly stark differences in mortality among women aged 20–49.

By developing a new statistical model that combines international data sources, the researchers were able to estimate mortality patterns in under-researched regions, including North Africa and Western Asia, where incomplete records have previously obscured this relationship.

The study underscores the wider impact of education — shaping health knowledge, access to healthcare, and life decisions — and strengthens the case for treating education not only as a social or economic priority, but as a key public health intervention.

👉 Find out more: https://www.manchester.ac.uk/about/news/education-saves-lives/

Sunshine, blue skies, and campus life at its best ☀️Nothing beats seeing our staff and students making the most of the b...
27/05/2026

Sunshine, blue skies, and campus life at its best ☀️
Nothing beats seeing our staff and students making the most of the beautiful weather together — and don’t forget to stay hydrated 💧

Building more inclusive and student-centred learning communities in Politics education.Recently presented at the School ...
27/05/2026

Building more inclusive and student-centred learning communities in Politics education.

Recently presented at the School of Social Sciences Research and Scholarship Showcase, the Politics Inclusive Classrooms Project (led by Cristina Masters and the Inclusive Classrooms team) explores how students and staff are working together to develop more accessible, reflective, and supportive approaches to teaching and learning within higher education.

The project has recently been recognised with awards for Excellence in Decolonising the Curriculum and Excellence in Student Success Through Canvas, reflecting its work in developing student-centred resources that support more inclusive learning environments.

Developed over several years of staff–student collaboration, the initiative brings together undergraduate, postgraduate, professional services, and academic staff contributors to create practical resources that support inclusion, belonging, and student voice across the department.

At the centre of the project is a digital toolkit hosted on Canvas and shared across the department and beyond. Organised around themes including decolonising the curriculum, neurodiversity, inclusive assessment, supervision, hidden curriculum, and student voice, the toolkit includes videos, podcasts, visual resources, templates, guides, and reflective examples drawn from real teaching and learning practice.

Student partners play a central role in shaping the project’s priorities and resources, helping create space for ongoing dialogue about how learning environments can be more inclusive, accessible, and supportive for all students.

The project highlights how collaborative and student-led approaches can help build stronger learning communities where students and staff reflect together, share practice, and continue developing inclusive approaches across higher education.

“Justice is never given — it is claimed.”This powerful reminder from Dr I. Stephanie Boyce CBE FKC resonated throughout ...
21/05/2026

“Justice is never given — it is claimed.”

This powerful reminder from Dr I. Stephanie Boyce CBE FKC resonated throughout this year’s Annual Christabel Pankhurst Lecture at the School of Social Sciences.

In her lecture, “PUSHing for Justice: Women, Power and the Unfinished Fight for Equality”, Stephanie reflected on leadership, resilience and structural inequality within the legal profession, drawing on her own journey from growing up on a council estate to becoming the first Black president of the Law Society of England and Wales.

The lecture challenged us to think critically about what meaningful progress looks like — beyond representation alone — and explored how institutions can continue to reproduce inequality through culture, access and assumptions about leadership and merit.

The discussion that followed highlighted the importance of mentorship, solidarity and collective responsibility in creating lasting change, particularly for students and early-career professionals navigating unequal systems and uncertain pathways.

Thank you to everyone who joined us for such an insightful and thought-provoking evening.

🎥 The full lecture recording and news article are now available: https://www.manchester.ac.uk/about/news/i-stephanie-boyce-delivers-christabel-pankhurst-lecture-on-power-equality-and-legal-reform/

How should assessment evolve in the age of interdisciplinarity, generative AI, and changing graduate skills demands?A se...
20/05/2026

How should assessment evolve in the age of interdisciplinarity, generative AI, and changing graduate skills demands?

A series of presentations at the School of Social Sciences Research and Scholarship Showcase explored how staff across Philosophy, Social Statistics, Economics, and Criminology are rethinking assessment design to support more collaborative, reflective, and practice-based approaches to learning.

Across the session, a shared theme emerged around assessment not simply as a mechanism for grading knowledge, but as a space for dialogue, critical engagement, communication, and applied problem solving.

Dr Stephen Ingram's presentation explored interdisciplinary group debates within the PPE programme, where students work across Philosophy, Politics, and Economics to engage with complex questions from multiple disciplinary perspectives. The approach encourages constructive dialogue, evidence-based reasoning, and the development of cohort identity and academic community within an interdisciplinary degree structure.

Dr Simon Rudkin examined the use of generative AI within an MSc Data Science assessment, where students co-create research reports using tools such as ChatGPT, Claude, and Copilot while critically reflecting on the outputs generated through AI-supported workflows. The assessment responds directly to the rapid pace of technological change while reinforcing the continued importance of human judgement, reflection, and critical evaluation.

Finally, Dr William Floodgate's session also explored the growing use of oral, scenario-based exams in the Criminology ‘Drugs and Society’ module as a way of assessing students’ reasoning, communication, and ability to defend arguments in real time.

Alongside questions around academic integrity in the context of AI, he highlighted the potential of oral assessment to support deeper learning, active thinking, and employability skill development.

Taken together, the session highlighted how assessment design continues to evolve across higher education through experimentation, reflection, and ongoing conversations about how students learn, communicate, and engage with knowledge in increasingly complex digital and interdisciplinary environments.

🎉 Sociology that doesn’t stay in the classroom—it changes real communities.Congratulations to the winners of the 2026 So...
19/05/2026

🎉 Sociology that doesn’t stay in the classroom—it changes real communities.

Congratulations to the winners of the 2026 Sociology Impact and Engagement Prize, recognising outstanding work that shares sociological research far beyond academia.

🏆 Staff Category Winner
Liang Ge – Q***r Asia as Method
Connecting q***r Asian research with LGBTQ+ communities across Asia, Britain and the diaspora. This six-year project brings research into public and creative spaces through film screenings, Q&As, workshops, and collaborations with organisations including Q***r East, the Q***r Asia Film Festival, and the London Q***r Museum. It also includes a co-edited special issue and a digital resource pack designed for educators, youth workers, cultural practitioners, and LGBTQ+ communities.

🏆 PhD Student Winner
Jonas Weselake-Weslake-George
Improving access to Métis cultural archives in Canada. After identifying that key archival recordings were not digitised or accessible—particularly to Métis communities—this work used policy engagement and Freedom of Information requests to address gaps in access. This has contributed to the digitisation of key collections at the Canadian Museum of History, with ongoing work to share materials with Métis organisations.

⭐ Highly Commended
Pippa Winship
Supporting communities in North Manchester affected by regeneration and redevelopment. This research translates academic work into practical tools communities can use in planning processes, and supported events where residents presented alternative proposals directly to local decision-makers and developers.

👏 Research has impact when it reaches people—not just papers.

Congratulations to all the winners for showing what sociology can do in the world.

👉 https://www.manchester.ac.uk/about/news/winners-of-the-2026-sociology-impact-and-engagement-prize-announced/

From Data4All to Civic Data Labs: building student-led pathways into reproducible and inclusive data practice.Recently p...
18/05/2026

From Data4All to Civic Data Labs: building student-led pathways into reproducible and inclusive data practice.

Recently presented at the School of Social Sciences Research and Scholarship Showcase, this growing initiative highlights how peer learning, mentoring, reproducibility, and e-portfolios are helping students build confidence and access new pathways into data and digital practice.

Led by Dr Tatjana Kecojević, Lecturer in Social Statistics, through the Manchester Q-Step Centre in collaboration with students and alumni, the work has evolved from early reproducibility workshops into a broader ecosystem of Data4All initiatives, GitHub portfolio development, mentoring, workshops, and student-led learning communities.

The project focuses on creating inclusive and sustainable entry points into data practice, particularly for students who may not initially see themselves as “technical”. Through low-pressure peer learning environments, students develop not only technical skills, but also collaboration, communication, mentoring, and reflective practice.

Students contribute as co-creators, workshop facilitators, organisers, GitHub contributors, and peer mentors, while also building e-portfolios that showcase reproducible workflows, collaboration, and transferable digital skills increasingly valued across industry, policy, research, and academia.

The initiative has attracted participation from students across the University and beyond, while also exploring future Civic Data Lab collaborations with civic and policy partners, alongside international engagement through the “Inclusive Data Practice Lab” proposal selected for the UN World Data Forum 2026 programme.

The Research and Scholarship Showcase provided an opportunity for students and staff to reflect on how informal workshops and reproducibility support are evolving into wider student-led learning communities, employability pathways, and socially impactful data practice.

Find out more: https://www.manchester.ac.uk/about/news/from-data4all-to-civic-data-labs-building-student-led-pathways-into-reproducible-and-inclusive-data-practice/

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