Introduction

Important Note: Applications for the 2023/24 round of Collaborative Awards for Teaching Excellence are now closed. If you are interested in applying in 2024/25, please contact Dr Chris Little to discuss (c.little@mmu.ac.uk). The scheme will reopen in March 2024. 

The CATE award was introduced by AdvanceHE in 2016 to reward teaching excellence at team level with institution or discipline-wide impact on the staff and/or student experience.

Visit the CATE winners database so that you can get a flavour of the winning teams’ achievements in the area of collaborative teaching excellence, as well as their reach, value and impact. Also, see The CATE Collection, which provides further valuable tips to aspiring CATE teams and showcases some success stories.  

This page offers guidance on the following: 

  • AdvanceHE Webinar Briefings - CATE 2023: View the recordings from AdvanceHE support provision here. These will be refreshed and repeated between November 2022 and January 2023.
  • Cate Criteria: All teams will be assessed on the evidence provided in the nomination documents in relation to each of the two CATE award criteria.
  • LEED Teaching Excellence Development Award: The CATE team put forward to AdvanceHE as Institutional Nominees will be awarded £1000 to continue the team’s professional development (to fund conference places, for example). Those who go on to be successful CATE winners will also be awarded an additional £2000 to continue this development.
  • Internal Selection Procedure.
  • Previous Manchester Met Cate Award Winners.
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CATE Criteria | Reach, Value and Impact

  • CATE Criteria

    All teams will be assessed on the evidence provided in the nomination documents in relation to each of the two CATE award criteria:

    CATE Criterion 1: Excellence in the Team’s Collaborative Approach

    Evidence of excellence in the team’s approach to working collaboratively, commensurate with their context and the opportunities afforded by it.

    CATE Criterion 2: Excellence in the Impact of Collaborative Working

    Evidence of the team having a demonstrable impact on teaching and learning, including beyond their immediate academic or professional area. Reviewers will be looking for evidence of reach, value and impact to be demonstrated in the evidence within the narrative presented in Section B of the Claim. Please note that each of the two award criteria above is given equal consideration in the assessment process and weighted equally in the overall score.

  • Reach, Value and Impact

    Reviewers will be looking for evidence that demonstrates the reach, value and impact of the nominated team’s practice. Teams should be mindful of this requirement and aim to provide evidence that demonstrates a balance of these three qualities across the claim.

    Reach

    The scale of influence. 

    Though ‘geographic’ reach may be important for some nominees, it is useful to consider other ways that a nominee can demonstrate reach. Some nominees may demonstrate reach at a department/ faculty/ institution/ national/ global level, for example, but others might provide evidence of how their practice has reached different groups of students, individuals and/or organisations (e.g. postgraduates, commuter students, BAME students, online learners, etc.).

    Value

    The benefit derived for students and staff (which may take different forms).

    Value may include qualitative evidence such as a change in approach to learning among students or staff. For example, evidence may be provided about how the work being described has added value to the student learning experience or to teaching practice. Value may also relate to the quality of enhanced experiences and the meaningfulness of practices. Some nominees may also be working in settings where there are positive explicit ethical elements to their practice.

    The focus here is on explicit evidence of positive change taking place. Impact evidence can be both quantitative and qualitative, but it is important to show how the activities described have changed teaching practice and/or learning outcomes.

    Impact

    The difference that has been made to policy, practice and/or student outcomes as the result of an activity.

    The focus here is on explicit evidence of positive change taking place. Impact evidence can be both quantitative and qualitative, but it is important to show how the activities described have changed teaching practice and/or learning outcomes.

Internal Selection Procedure

Important Note: Applications for the 2023/24 round of Collaborative Awards for Teaching Excellence are now closed. If you are interested in applying in 2024/25, please contact Dr Chris Little to discuss (c.little@mmu.ac.uk). The scheme will reopen in March 2024. 

Colleagues should construct their draft claim using the form below, adhering strictly to the formatting and word count requirements stated within the accompanying guidance document. Documents that exceed the stated word counts by more than 10% per criterion will not be put forward to the internal selection panel.

The Teaching Excellence Award Leads (TEALs) Dr Chris Little and Dr Gladson Chikwa can offer to review 1 draft and/or meet to discuss your ideas ahead of the internal deadline.

Once received, draft claims will be anonymised and sent to our internal selection panel for anonymous review and scoring using the Collaborative Award for Teaching Excellence (CATE) scoring guidance and systems. Claims will then be reviewed, and all claimants will be informed of the outcome and receive feedback on their drafts. 

AdvanceHE only allow a maximum of 1 nominated team per institution for CATE. The chosen institutional nominee team will then be supported by colleagues in UTA to prepare their claim for submission in March 2023.

Those colleagues not selected to be institutional nominees will receive developmental feedback and a tailored support offer to help them work towards other recognitions of their teaching excellence.

Please direct any queries to Dr Chris Little (c.little@mmu.ac.uk), Teaching Excellence Award Lead.

Previous Manchester Met Cate Award Winners

Below are tabs that detail CATE winning projects and award dates, click through them to see examples of past winners at Manchester Metropolitan University. You can find more examples on the CATE winners database on the Advance HE website.

Birley Place Virtual Community | 2023

Birley Place Virtual Community | 2023

Birley Place is a bespoke digital community built on a Word Press site enabling it to be sustainable and accessible to internal and external stakeholders at a local and global level. Learners can explore the community map, visit residents at home and gain an understanding of the socio-economic factors that can impact on their lives, by interacting with people, places and scenarios.

Developing a learning resource which focuses on communities is important, due to the impact of the socioeconomic influences on health and wellbeing. Health does not only relate to the standard and funding of health services but is inextricably linked to the conditions in which people live, work and age as well as the inequity in resources and money that they have. Birley Place enables students to understand these factors by contextualising all scenarios in an authentic setting. The Birley Place community supports realistic interactive scenarios enable students to understand the influence of the socio-economic determinants of health and wellbeing.

The Birley Place team are an interprofessional group of academics, service users, professional services staff and students that developed the digital learning community. Building on our reputation for excellence in partnership working, we were able to develop learning experiences to support both our statutory provision and curriculum innovation.

MetMUnch | 2020

MetMUnch

MetMUnch is a global award-winning, student-led social enterprise based at Manchester Metropolitan University, which was started back in 2011. At its heart is a passion for sustainable and nutritious food – and sharing that with students, staff, local businesses and communities. The MetMUnch Team run a whole range of sessions, from on-the-spot nutritional advice and running pop-up stalls, to cooking nutritious meals and leading fun, interactive activities.

The MetMUnch Team is diverse; made up of people from different cultures, different parts of the university, and different generations. Our team is multi-layered. The core Team consists of two members of staff – Haleh Moravej and Dean Brookes from the Environment Team – and our 10 student leaders from across the University. These leadership roles rotate – we recruit students from every faculty in their first year and, when they graduate, they continue to get involved in our events, as well as linking us to the companies and organisations they work for. Surrounding them is our Environment Team, who are core to what we do. Beyond them are various teams across the university we engage with, including MMU Sport, Widening Participation, HR, Facilities and Catering. As part of the wider Environment Team, we also work closely with colleagues responsible for travel, energy, recycling and student engagement.

MetMUnch offers a unique teaching, learning, and peer-to-peer enterprise model as well we an innovative, creative environment for student learning. It’s also a successful model of collaboration and knowledge exchange between Manchester Met Services, academics, students, community and industry. As a social enterprise, everyone in the MetMUnch Team is inspired to become active global citizens who find creative solutions to sustainability and social problems, whilst developing leadership, collaboration, resilience, commitment, determination and perseverance through allowing students to take responsibility for the direction of MetMUnch. This collaborative approach is producing enterprising, innovative graduates who will go on to make their mark on the world. Critically, the way the MetMUnch Team works is scalable and replicable with applications in academic, public and commercial arenas. And alongside all this, everyone in the MetMUnch Team receives Carbon Literacy training, which enhances knowledge and employability.

MAHSE & Greater Manchester Synergy | 2018

MAHSE

The Manchester Academy of Healthcare Scientist Education (MAHSE) was established in 2012 with the aim of consolidating and expanding existing university and NHS collaborations that underpin the delivery of the Clinical Science Masters programmes, which constitute the academic component of the NHS science training programme. MAHSE is under the leadership of Prof. Phil Padfield, formerly of The University of Manchester (UoM) and deputy-leadership of Carol Ainley, Head of School of Healthcare Science at Manchester Metropolitan University (Manchester Met) in collaboration with the University of Manchester, Manchester Metropolitan University, the University of Salford, the University of Liverpool and partner NHS Trusts. 


GREATER MANCHESTER SYNERGY

Greater Manchester Synergy was formed to develop a new and innovative model of support for student nurses in clinical practice. The GM universities involved with the project are University of Salford, Manchester Metropolitan University, University of Manchester, and University of Bolton, with the team leader situated in the University of Salford. From Manchester Metropolitan University members of the Nursing Department (Jon Clough and Trish Morgan), alongside the HPSC Faculty Lead for Placements (Stuart Roberts), have been key figures in ensuring that this collaborative approach was implemented with their Practice colleagues.

Previous institutional nominees

This prestigious national award recognises and celebrates those teams that have made an outstanding impact on student learning and the teaching profession. It is an achievement to be selected by Manchester Met to be nominated for this award.

The following teams were selected to represent the university as our institutional nominees for the Collaborative Award for Teaching Excellence scheme. 

2024

Carbon Literacy @ Manchester Met - led by Dr Rachel Dunk and Dr Cormac Lawler

2023

Birley Place Virtual Learning Community - led by Eleanor Hannan and Professor Kirsten Jack

2022

Birley Place Virtual Learning Community - led by Professor Claire Hamshire and Professor Kirsten Jack