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Award structure

The award has four components and students must complete all four in order to achieve the award:

  • Preparation and training
  • Service to others
  • Leadership
  • Reflection

The aim of the award is to maximize the benefits of University and community experiences in forming students who understand the needs of the world and are prepared to make a difference.  Click here to see how the Service and Leadership Award is assessed.


1. Preparation and Training     

There is a comprehensive training package as part of the preparation unit. Most of it is compulsory but there are some optional sessions. Relevant training offered to students by voluntary organizations will be recognized and counted towards the preparation unit training.

The training sessions include:

  • Introduction to volunteering
  • Working with others
  • Confidentiality
  • Cultural awareness
  • Diversity and equality
  • Child protection
  • Health and safety
  • Disability
  • Communication
  • Introduction to reflective practise
  • Additionally, volunteering abroad (for students who wish to undertake Global Hope projects)
  • Expectations on an overseas project
  • Practical and cultural guidelines
  • Health and safety abroad
  • Dimensions of poverty
  • Considering and encountering cultures
  • Basic teaching and advanced communication skills
  • Transformational experiences
  • Resources and how they are to be implemented /utilised


2. Service to Others     

Students at Liverpool Hope University have a range of opportunities to become engaged fully with scholarly and community activities.

As well as students arranging their own volunteering activities, the University provides various opportunities for student engagement including: course representatives; staff and student liaison committee members; members of the Hope choir; members of sports teams (football, netball, Gaelic football, rugby, basketball, badminton); student ambassadors for ‘Open Days’ and to working on the reception desks in the main University buildings; mentoring in local primary and secondary schools; writing mentors for fellow undergraduate students; fund raising for the University; reporters for the University’s ‘Yearbook’; campus journalists; sports coaches; research assistants for academic departments; health care advocates and IT support. It is this type of student – one engaged as both a scholar and a community member - who is a natural participant for the University’s Service and Leadership Award.


3. Leadership Training     

Students on the Service and Leadership Award are regarded as potential future leaders of communities across the world. The philosophy of the award is that we want our students to reflect the thoughts of Mahatma Ghandi “ be the change you want to see in the world”. To help them understand how they might achieve this we include Leadership training as part of the award. Students spend 2-3 intensive days taking part in action learning activities and in reflection of how they may become leaders of the future.


4. Reflection and Guidance      

One of the benefits of undertaking this award is that students will have access to a SALA advisor who is a member of the SALA Committee. The role of the advisor is to guide and support the student through the award, overseeing time management, engagement and reflective practice.

Completion of the Award is based on assessment of the progression made in service and leadership learning as a result of participation in your service work projects. The record of this is contained in the Reflective Handbook, which forms the main part of assessed portfolio of work. The main purpose of this is to allow students to discuss the evidence presented with their advisor, who will guide on how to develop competencies in service learning, in order to maximise the ‘value-added’ that you accrue through the Award process. As such it is expected that students will engage in continuous reflection throughout the Award.