Tag: Teesside

  • Higher education postcard: Teesside University

    Higher education postcard: Teesside University

    In August 1856, Joseph Constantine was born in Schleswig-Holstein (then Denmark, later Germany, famously questionable) to British parents: his father, Robert, was an engineer working on the Schleswig-Holstein railway. Joseph went to Newcastle Grammar School and in 1881 moved to Middlesbrough. There he set up in the shopping business, and did very well for himself.

    He was obviously imbued with a passion for Middlesbrough. We learn from the Yorkshire Post and Leeds Intelligencer on 2 July 1930 that:

    Mr Constantine was an active member of the Tees Conservancy Commission, whose work was closely associated with Mr Amos, the general manager. It was to him that Mr. Constantine first broached the idea, in June 1916, of doing something substantial for Middlesbrough. The idea that should connected with higher education was his own, but it was Mr. Amos who suggested that a visit should be made to Armstrong College Newcastle.

    Mr Constantine was greatly impressed with the good work of that institution, and made up his mind to provide the youth of his own town with similar educational facilities. It was is the office of the Mayor, then Mr Joseph Calvert, that Mr Constantine disclosed his proposal and the terms of his gift. The prolongation of the war prevented Mr Constantine from seeing the fulfilment of his dream, and the changed conditions made the gift of £40,000 inadequate for the scheme. But the generosity of Mr Constantine’s widow and his family in giving the same amount, enabled the building of the college to be accomplished.

    On 6 November 1922 (we read in the next day’s Leeds Mercury) the Middlesbrough Education Committee met, and in order to progress the scheme for a college, constituted itself, with representatives of Joseph Constantine (who may by then have been frail: he died six weeks later), as the governing body of the new college. A site had by then been bought, but commencing the build had run into difficulties. The governing body hence formed a sub-committee to look at other colleges to get ideas for buildings.

    In April 1927 the Town Council awarded the building contract – £65,000 – to Messrs Easton, a Newcastle firm (one alderman objected, arguing that the tender should go to a Middlesbrough firm which had bid at only £100 more). Building work was completed in time for the first students to be enrolled in September 1929. Constantine Technical College was born (Joseph Constantine was, apparently, against the college being named for him, but was persuaded by the mayor).

    It offered what we would now think of as both further and higher education, including University of London external degrees. By 1931 it was appointing its second Principal: Dr T J Murray was appointed from the Smethwick Municipal College, on an annual salary of £900, rising to £1200. ICI was offering scholarships for degree students and the students’ guild was organising its third charity rag, starting on 2 July and lasting for almost two weeks. The events list (from the South Bank Express, 18 June 1932) looked – mostly – good:

    • Saturday: motorized treasure hunt
    • Monday: students night at the Gaumont Palace, including a male beauty chorus and a female beauty competition (the latter open to all girls in Teesside over 16 years old)
    • Wednesday: opening of the amusement park by the beauty queen
    • Thursday: rag dances, three held simultaneously in Middlesbrough, Redcar and Stockton
    • Friday: boxing
    • Saturday: rag day, street collection, parade and jazz concert
    • Monday: mock civic night (presumably some sort of debating competition?)
    • Wednesday: sports day

    The college continued to develop through the 1950s and 1960s. It expanded, as can be seen by the relocation of its art school. In the 1960s there was some agitation for the creation of a technical university for the north east, for which Constantine College must have been in the frame. But these hopes were dashed in 1967, with the Secretary of State confirming that no funds would be available.

    The college renamed itself as Constantine College of Technology before becoming the Teesside Polytechnic in 1969. The local college of education was incorporated in the 1970s, and in 1992 it became the University of Teesside (this is the point where, as I wrote about last week, it was in partnership for a while with Durham University for the creation of University College Stockton). In 2009 it was renamed again, as Teesside University.

    Teesside is one of the few universities to have a biological organism named after it. Pseudomonas teessidea is a bacterium which can help to clean contaminated soil, and was discovered by Dr Pattanathu Rahman, then a Teesside University microbiologist.

    Here’s a jigsaw of the postcard – unposted but I guess dates from the 1930s, not long after the college was opened. Unposted, but there’s still a message:

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  • Data: turning insights into action at Teesside University

    Data: turning insights into action at Teesside University

    This blog was kindly authored by Professor Mark Simpson, Deputy Vice-Chancellor at Teesside University.

    Data is everywhere, but how do we turn it into insights that actually change outcomes for students and graduates?

    At Teesside University, this question underpins strategies that have helped us achieve sector-leading recognition: TEF Gold for teaching excellence, Ofsted Outstanding, and Times Higher Education University of the Year 2025.

    Did the predictions hold true?

    In earlier blogs, we anticipated major shifts: the rise of AI in learning and assessment, deeper collaboration between institutions, and the growing importance of data-driven decision-making. So, did they happen?

    AI adoption: far from being banned, AI is now embedded in teaching and assessment strategies, guided by ethic-focussed user principles.

    Collaboration: regional partnerships have strengthened, particularly around employability and mental health, though mergers remain rare.

    Data-driven action: the sector has moved beyond dashboards to interventions that improve student success, though capability gaps in data literacy persist.

    These trends confirm what we argued – universities that embrace innovation and ethical data use are better positioned to deliver outcomes that matter: graduate success, employer confidence, and sector-leading recognition.

    This blog moves the conversation from trends to action: the principles and practices that turn data into decisions, and decisions into impact for students, graduates, and employers.

    Why actionable insights matter

    Data tells us what happened. Insight explains why it happened and what to do next. In a sector where TEF narratives, OfS outcomes, and B3 metrics are under constant scrutiny, insight must be decision-ready: clear, timely, and connected to actions that improve student success.

    One example from Teesside University: analysis of engagement and wellbeing data revealed predictable spikes in anxiety before assessments. That’s an insight, but the real value lies in what changes next: assessment tweaks, targeted comms, coaching, or extended mental health support. Without action, insight is just noise.

    Principles for turning data into action

    Insights only create impact when they lead to meaningful change. These five principles, proven in practice, help ensure your data works for you:

    1) Clarity of purpose

    Start with a precise aim: Which outcome will we improve, by how much, and by when? Clear goals turn data into a roadmap rather than a report.

    2) Integration, not isolation

    Data should flow across curriculum design, student support, careers, and employer partnerships into one coherent picture. Bringing in the student perspective ensures this integration is authentic, connecting learning experiences to aspirations, not just administrative targets.

    3) Student voice driving decision-making

    Students should shape decisions about data use. Co-design privacy, transparency, and wellbeing safeguards with them. Explain the why, what, and how in clear language, and make opting in meaningful by showing how their input drives change.

    4) Timely intervention

    Move beyond annual reviews to real-time decisions that matter most: before assessments, during placements, and at key transition points. Use student feedback to set the rhythm for dashboards, reviews, and action cycles so insight lands when it counts.

    5) Collaboration and ownership

    Insight should be co-owned across academics, student services, and employers – with students as equal partners. Involve them in approval panels, curriculum reviews, and evaluation loops. Their lived experience transforms data into stories that resonate and drive action.

    Teesside University in practice

    Teesside’s approach offers a concrete model for turning principles into practice.

    Future Facing Learning (FFL) embeds digital empowerment, global citizenship, and entrepreneurial thinking – making employability part of the learning experience, not an add-on.

    Learning & Teaching Framework (LTF)ensures course-first design, authentic assessment, and industry engagement, supported by staff CPD.

    Laser-focused strategy & KPIs link performance to TEF and B3, with regular reviews and targeted improvement plans.

    Breaking down silos brings employers onto panels and integrates meaningful student voice – feedback that leads to visible change.

    Pragmatic AI strategy encourages innovation and future skills, adapting quickly to a world where 65% of today’s primary school children will work in jobs that don’t yet exist.

    The challenge ahead (and how to navigate it)

    We all face familiar constraints: full curricula and professional body frameworks, budget and time pressures, and capability gaps in data literacy and change management. Progress depends on:

    • Course-first trade-offs: deciding what comes out when new skills go in; aligning assessments with employability outcomes.
    • Authentic assessment: using live briefs, micro-placements, and employer co-designed tasks.
    • Partnership by default: involve employers in approval events and reviews; move beyond advisory boards to co-production of learning.
    • Data fluency for staff: providing CPD focussed on interpreting and acting on data.
    • Targeted pilots: start small where the impact is highest (e.g. first-year transition), measure rigorously, and scale.

    Turning data into action isn’t about having more dashboards, it’s about better decisions, made faster, with students and employers at the centre.

    Teesside University’s experience shows that when strategy, frameworks, and student voice align, employability becomes a lived experience in the curriculum, not a promise on a prospectus.

    Professor Mark Simpson is speaking at Kortext LIVE on 11 February 2026 in London. Join Mark at this free event as he dives deep into the strategic impact of data alongside Dr Rachel Maxwell. Find out more and secure your seat here.

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