The following are tried and tested methods discussed at a recent training session arranged by the Diocese of Westminster Education Service.

Warning signs could be falling rolls every year, and not being the first choice for increasing numbers of pupils.  

Potential solutions:

• make contact with local pre-schools and nurseries, ensure school’s marketing materials displayed and available 

• invite pre-schools and nurseries to use school’s resources and attend taster days

• arrange reading sessions for pre-school and nursery children with school’s Year 6 pupils

• Record in database contact details not just of every prospective parent emailing the school to enquire about places, but also those phoning up or visiting reception

• use database to invite prospective parents to open days, at which school choir sing

• write to thank prospective parents for attending open day, invite them to ask questions

• email Christmas messages to prospective parents – ie ensure regular contact

• plan a school tour route for prospective parents, choose and carefully train pupils in how to be guides

• without clear instructions pupils may spend the tour focusing on their favourite or least favourite parts of the school, which may not align with what a prospective parent needs to see 

• headteachers could attend Mass in nearby churches and introduce the school, and be available to talk to prospective parents at the end

• spread these responsibilities across several staff members, make sure everyone aware of efforts to reverse falling school rolls

• don’t leave it all up to one already very busy staff member

The training was delivered by education marketing consultancy Grebot Donnelly Associates - for a free one-to-one meeting contact Aimee Monteith at This email address is being protected from spambots. You need JavaScript enabled to view it.

For further advice on increasing pupil numbers for schools, contact your diocesan education service or schools commission  

Sacred Heart Catholic School is an oversubscribed mixed secondary in Camberwell, Southwark Archdiocese, of more than 850 pupils. For the last 20 years, it has been the, or one of the, top performing secondary schools in the borough of Southwark.

A third of pupils are eligible for Free School Meals and just under 50% receive the Pupil Premium. In the last academic year Sacred Heart Catholic School’s Progress 8 score put it in 11th place in the country. 

Pupil Premium funding is focused partly on improving pupil-teacher ratio – a vital tool for ensuring individual pupils’ success. Pupil-teacher ratios range from 1:30 for more academic children to 1:15 for those pupils needing extra help and support. 

The school’s sixth form is equally successful, sending pupils to Oxford, Cambridge, and Russell Group universities and to Ivy League universities in the USA. The school fundamentally believes that creating trust within the community and, in particular, with parents is vital to the overall success of the school.

Supporting the marginalised 

Supporting charities and the marginalised, defenceless and poor in the community is part of the school’s Catholic ethos. The school emphasises how it is possible for all to improve the lives of those less fortunate and therefore encourages the pupils to appreciate more of what they have.  

Pupils and staff engage in fundraising includes activities such as car washing, raffles, carol singing, penalty scoring, bake sales, and form group stalls during Charity Week. This culminates in the annual school Bridge Walk that includes up to 700 pupils and staff participating in a sponsored walk along the Thames and over London’s bridges. These activities generally raise more than £10,000 in the course of a year for the local community. 

In addition, every form group produces Christmas hampers for isolated, elderly and housebound residents in the local area, with 150 hampers hand-delivered by pupils in the run-up to Christmas last year. They also fundraise to buy Christmas gifts for more than 100 children elsewhere in the parish who would not otherwise receive any due to the increasing cost of living in inner London. Form groups donate gloves, jumpers, socks and other essential winter items to a nearby charity for military veterans. The idea of charity as the main vehicle for children to live their faith is important to the fundamental values that the school holds.  

“Through living our faith we help pupils understand that there’s always someone worse off than ourselves. Money’s always tight, but we’re a tight community as well.”

Serge Cefai, Headteacher 2005–2023

Breakfast club, homework space

Other strategies are put in place to ensure that, whenever possible, compensatory factors account for individual pupils’ circumstances. Examples are provision of a warm space from 7.30am when the school opens, with breakfast provided for pupils assessed as in need. Sacred Heart acts as a back-up facility for out of hours study when this is not possible at home due to circumstances. This includes extended opening times in the school library from 7.30am-5.30pm daily, as well as a supervised homework room.

The school prioritises building up trust through a strong emphasis on pastoral care. Pastoral teams meet very regularly and huge efforts are made to ensure that individual pupils’ circumstances are assessed.  This enables intervention strategies to be implemented, for example for pupils without any basic stationery at home, wifi, or laptops, while sharing rooms with multiple siblings. The school supplies these items along with its supervised out of hours homework space on site.        

Crisis support 

In addition, families experiencing severe difficulties are supported. This might include issues such as housing, immigration, and carer responsibilities that the cost of living crisis has worsened, and which can negatively affect pupils’ wellbeing at home. The school employs an Attendance and Support Officer who supports the work of the school in addressing issues of school attendance and welfare and, when necessary, visits families in their homes. The officer identifies issues early and facilitates family meetings with agencies, sometimes advocating on their behalf, to prevent or minimise disruption to children’s education.     

For households in crisis, several procedures are put in place including a dedicated staff member who among other things provides a school uniform mending service, along with second-hand uniforms and a stock of shoes. The pastoral team identifies when a child is in need of Free School Meals and encourages parents to apply. The school intervenes to provide meals in advance of local authority funding, in some extreme cases conducting a weekly shop at local supermarkets, replacing fire-damaged beds, and any other desperately needed items for families assessed as in extreme difficulty due to the economic climate. 

Moral education

At Key Stage 3, bespoke life skills lessons are taught that cover and exceed the national curriculum, emphasizing the importance of budgeting, savings and basic economics.

Parental engagement is again a fundamental tool for overall success. Pupils’ performance at school is ranked in order of academic achievement and behavioural criteria, so parents can see at a glance how their child is doing. Inspired by football league tables, and published on noticeboards outside classrooms, this approach has motivated pupils both to national educational success and to embody the school’s Catholic ethos. Truth and transparency leading to trust is, again, fundamental to the successful running of this high achieving school.

“As well as outstanding academic outcomes, Sacred Heart prides itself on educating the whole child.  Academic results will only go so far, and we insist on a comprehensive programme of moral education, teaching good manners and respect. We are determined to show our pupils that Gospel values are to be lived by, especially when it comes to looking after and caring for those less fortunate.”

Richard Lansiquot, Headteacher, 2023-present

Find out more about the ethos of Sacred Heart Catholic School

Professor Jackie Dunne (pictured) is Vice-Chancellor of Birmingham Newman University, one of four Catholic universities in England. 

She started her academic career lecturing in Spanish at Coventry University, and her next move was to the University of Leicester where she later became Director of Lifelong Learning. At the University of Wolverhampton she was appointed Deputy Vice-Chancellor, before taking over as Vice-Chancellor at what was then Newman University, in 2020. Jackie is a Professor in Lifelong Learning and Skills.

“The thread that's run through my career in all of the roles I've had has been around widening participation and lifelong learning,” Professor Dunne said. “I've always been working to try and open up universities to non-traditional students in one way or another.”

Birmingham Newman is ranked first in England for social inclusion by the Times and Sunday Times Good University Guide 2024, has climbed the highest number of places of any institution in both the Times Good University Guide 2025 and the Guardian University Guide 2025, and has topped recent National Student Satisfaction surveys.  

Proud of the diversity of its student body, the University has a very high proportion of students with a disability, mature students, carers, those from disadvantaged backgrounds, and students who are the first in their family to go university. Nearly half of the students are from a black, Asian or minority ethnic background.

Heritage of service

What is now Birmingham Newman was established in 1968 by the CES and the Archdiocese of Birmingham as a teacher training college, to provide teachers for Catholic schools in the West Midlands. It was named after Saint John Henry Newman, who had founded the Birmingham Oratory. Since then the curriculum has significantly grown and in 2013 the college was granted university status. 

Further expansion a decade later saw the opening of a School of Nursing and Allied Health, offering nursing, physiotherapy, paramedic science and a range of other healthcare courses.

Professor Dunne said: “If you take our teacher education as the starting point, and the Catholic values that we are founded on it's not surprising when that leads to a focus and commitment on public service, the public sector, and the professions, and we've seen that focus on teaching expand out into health, policing and other curriculum areas.”

Sense of place

Nine in ten students at Birmingham Newman do not live on campus, commuting in from the city and beyond, very often living and working in the region. The Faculty of Education works with the Archdiocese of Birmingham Education Service, placing trainee teachers in local schools both Catholic and secular, with many staying on after being offered jobs.

Professor Dunne said: “Our recent name change from Newman University to Birmingham Newman University was very much about recognising the importance of the institution in this place. And place is really important for us — it's that civic role and that notion of the university as a force for good and public benefit.”

Being the smallest of five universities within Britain’s second biggest city comes with challenges in a competitive field, however, particularly during national upheaval such as the pandemic and fast-rising inflation, but Birmingham Newman is currently growing student numbers and raising its profile in the region and beyond.

The cost of living crisis has affected not only students but also staff, and Covid-era initiatives like a community pantry, subsidised meals and other support measures continue to be well used by employees and the student population.   

Going global 

Being part of a wider family is also an important aspect for Catholic education. Birmingham Newman supports the English and Welsh Catholic sector including as a higher education provider through the Formatio partnership of dioceses, Catholic multi-academy trusts and schools. In addition, Professor Dunne is Chair of the Cathedrals Group of 14 Church-founded universities. 

The University has partnerships worldwide, for instance in Wichita, Kansas, in the United States there is also a Newman University, with which Birmingham’s namesake has had a long-standing relationship for international exchanges. Similarly, the University participates in the government’s Turing Scheme for enabling study abroad.  

This academic year the University will begin to recruit undergraduate and postgraduate candidates from overseas, and offer its highly regarded student experience to a wider audience.

Professor Dunne said: “It's quite an exciting time for the University, and that is about growing our reach and providing a university opportunity for more people. We're fortunate here in that we're in a growth trajectory, we're managing to buck some trends and are in a good position.”

Growth and development 

Birmingham Newman is embarking on an estates redevelopment programme to modernise parts of the campus. This involves the demolition of Edgbaston Halls, which was one of the original 1960s accommodation blocks, landscaping works for a new outdoor area, and a pedestrianised boulevard at the front to replace an existing car park. 

Amid the success story of Birmingham Newman, and its continued growth and investment, what remains at the core of the university is its founding nature as a Catholic institution, with the Archbishop of Birmingham as a member of its governing council, carrying Catholic higher education into the future.  

Professor Dunne said: “Our foundations have influenced our values. Nowadays they articulate themselves firstly through opportunity. We see our mission very much about providing a higher education opportunity to all those who can benefit and have the talent to benefit; it's not about what they did before or didn't have the opportunity to do.

“The second part is inclusivity, that's at the centre of what we do, the whole notion of social justice, the dignity of every individual, and we continually strive to create an environment that's welcoming and inclusive, where there's a place for everyone.

“Ultimately, we are ambitious for our students and want to make sure they are supported to reach their maximum potential, that they can achieve what they set out to — or what they thought they might not be able to do.”

Find out more about Birmingham Newman University

The role of Catholic multi-academy trusts (CMATs) within the Church’s mission is currently the subject of a university research project.

St Mary’s, in Twickenham (pictured), is one of four Catholic universities in England and will look into the effectiveness and distinctiveness of CMATs, their leadership formation, and how CMATs fit in with the Church’s structures.  

The aim is to help inform the Church as it accompanies Catholic educational leaders in their vocational and spiritual formation. It promises to assist in the development of CMATs, and the structures for their support, to positively impact staff and students. 

Funded in its first phase by the Sisters of the Holy Cross Charitable Incorporated Organisation, the research will be carried out with the support of the CES; Formatio partnership of dioceses, CMATs and universities; and the Catholic Academy Trust Training Collaborative (CATtColl).

Direct oversight of the research will be undertaken by Professor Stephen Parker, Director of the university’s Centre for Catholic Education, Research and Religious Literacy (CERRL), with the support of Dr Mary Mihovilović, and CMAT Research Fellow, Dr Jakub Kowalewski. 

Professor Parker said: “St Mary's is responding to the call of CEOs themselves for knowledge which assists them in fulfilling their vocational roles in providing Catholic education which makes a difference to young lives in line with the Church's mission, at a point of significant change in Catholic education in England.”

Broadly, the research will investigate:

• the effectiveness and distinctiveness of CMATs

• the current experiences of CMAT leaders, their professional and spiritual formation and likely future need in a period of great organisational and educational change 

• the current and future positioning of CMATs within the wider mission of the Church and its existing educational and ecclesial structures of support and governance

Find out more about St Mary’s University

A prominent Catholic financier and philanthropist has been installed as the new Chancellor at Leeds Trinity, one of England’s four Catholic universities.

John Studzinski CBE is the founder and chairman of the Genesis Foundation, which supports and nurtures outstanding artists and creative professionals; Vice-Chair Emeritus of Human Rights Watch; and founding president of the Arise Foundation, which furthers anti-slavery work on four continents. 

The US-born British citizen, who in 2017 was named by the Catholic Herald as Catholic Of The Year, has a career spanning four decades in investment management and asset management, including for HSBC, Morgan Stanley, Blackstone and most recently as Managing Director and Vice-Chairman of PIMCO. 

His 1 October installation began with a Service of Thanksgiving in St Anne’s Cathedral, celebrated by the Rev Monsignor Paul Grogan, Episcopal Vicar for Education at the Diocese of Leeds.  

Dr Ann Marie Mealey (pictured), the university’s Director of Catholic Mission, gave the opening address at the service. She said: “Our motto of Education for Hope should be a sign to everyone who works, studies, leads or interacts in any way with our university that we are seeking to provide excellence in all subject disciplines as well as the opportunity for students and staff to develop as people ready to engage in civic life as persons of goodwill.  

“Our hope is to humanise the world through teaching, scholarship, community engagement and projects that enhance the dignity of everyone, especially the most marginalised in our communities. We try to see everyone through the lens of hope and thereby open ourselves up the transformative power of education to develop the inherent potential in everyone – informed by faith.”

Symbolic items related to the university were presented during the service, including its first prospectus from 1966.  

Following the service the assembled walked to Leeds Civic Hall. The procession was a symbol and reminder that the Church serves the world, and of the Catholic university’s mission to go out and act as a beacon of light for the transformation of lives for the betterment of self, society and the world at large - ‘encouraging real involvement on the part of each and all’ [Pope Francis, October 9, 2021].   

The installation ceremony took place at the civic hall, attended by staff, students, alumni and dignitaries including the Lord Mayor of Leeds. It was presided over by Leeds Trinity’s Vice-Chancellor, Professor Charles Egbu, and the Vice Chair of the Board of Governors, Kevin O’Connor.  

John Studzinski CBE said: “It’s an honour and a privilege to become Chancellor of Leeds Trinity University. I am excited by its blend of educational excellence along with its values-based approach, as it equips the young people of today to become the leaders of tomorrow. 

“In all my activities, my goal is to nurture and sustain human dignity, and I see my new role with the university as compatible with that. I look forward to engaging with and working with Leeds Trinity and the Leeds community over my term of office.”  

The role of Chancellor is ceremonial, acting as an ambassador for the university, with responsibilities including the conferment of degrees at graduation ceremonies.

The installation took place on the same day that the university launched its new Leeds City Campus at 1 Trevelyan Square. 

Find more about the Leeds Trinity University Chancellor

The National Catholic Leadership Programme (NCLP) has been established by the Formatio partnership to support the formation and recruitment of future and recently-appointed headteachers. 

Founding member of Formatio, Mike Shorten, presented the concept of the NCLP, endorsed by the CES and Formatio, for each diocese to use a common framework to meet their own needs. The framework's writers come from Catholic teaching schools across the country, and at present the dioceses of Hexham and Newcastle, Leeds and Nottingham are at different stages of piloting the NCLP course.  

Suzanne Lewis-Dale (pictured) is Acting Headteacher of St Joseph's Catholic Academy, which is part of Bishop Chadwick Catholic Education Trust, in the Diocese of Hexham and Newcastle.

Here, she reflects on her experience with the NCLP:

"I joined the course because I love learning, I love knowledge which challenges me to look at my practices through different lenses. This means that I’m on a continual journey of professional learning and better equipped to support the staff and students in my care. I thought that the course would give me time to reflect, share good practice and challenge me.

"It did all that and more. The opportunities to network and build up professional dialogues about key challenges within schools was incredibly valuable. 

"The sessions I enjoyed were the sessions rooted in our purpose and our 'why' - Christ at the centre. It was really interesting to look at accountability, teaching and learning, and curriculum through the lens of Catholicism, faith present with you, reminds us of our purpose. It is really easy to get lost in the day-to-day business, in the numbers, data and processes.

"This strand of Christ and God through the key aspects of leadership was a real opportunity for reflection. Listening to the range of different speakers from different roles exploring themes and sharing practice was inspiring and I took so many elements back into school.

"The big impact on my daily practice were the ideas surrounding Christ at the centre. For many of our students we are their only encounter, we are the Church. We are all parts of a whole. This was very different to my NPQH and other leadership courses I have taken part in. 

"I would highly recommend the course."

To find out more about the NCLP contact your diocesan education service or schools commission.

Catholic schools have a long history of welcoming pupils with special educational needs and disabilities (SEND) and were among the first to be established for this purpose in the last century. 

At the heart of every Catholic school sits the person of the Lord Jesus Christ and the teachings of the Catholic Church on the God-given dignity of each human life. Each and every person is to be valued as God’s creation. The Church’s vision is firmly rooted in the example of Jesus, who turned no-one away, but made himself available to all.

Across England and Wales there are overall 25 non-maintained Catholic SEND schools and independent Catholic schools approved for SEND provision. 

Local councils frequently pay for non-Catholic pupils to attend these schools because the standard of SEND education is the best in the area. 

Catholic special schools are a small but important part of the Catholic education sector yet sadly they are often forgotten or overlooked in the national education arena.Some academic research even denies the existence of ‘faith’ special schools, which can distort conclusions about the number of students with SEND in Catholic schools.

Similarly, national statistics can also overlook local government placing and funding non-Catholic children with Education, Health and Care Plans (EHCPs) in independent and non-maintained Catholic SEND schools.  

St Rose’s (pictured) is a non-maintained, all-through (combined primary and secondary) school founded by the Dominican Sisters of St Rose’s Convent, in Stroud, Clifton Diocese, in 1912.  Rated as ‘outstanding’ in its latest Catholic Schools Inspectorate report, meeting students’ educational potential and enabling independence are key parts of the curriculum. 

This involves teaching life skills such as nutrition, money management and time management, while wheelchair-accessible transport provides opportunities for trips to go shopping, ice skating, and more. Other activities students enjoy include horse riding, yoga, and swimming in the St Rose’s hydrotherapy pool.

The school grounds are also home to St Martin’s, a Catholic residential college for students with SEND aged 19-25, which delivers a work-related learning and careers programme, work experience placements, and mentoring. 

Sheila Talwar is Principal of St Rose’s and St Martin’s. She said: “The thing for me is how important it is our students have the opportunities that mainstream children have. In the past, our young people have been able to go to university and have careers, such as qualifying as a social worker, or working for the BBC, and one student became a member of the Para Orchestra. These days our students have more complex needs, and our focus is on preparing them for their adult lives with as much independence as possible.”

Find out more about St Rose’s and St Martin’s – or read on for the extraordinary global success story of a Liverpool Catholic specialist school for visually-impaired children

The National Catholic Leadership Programme (NCLP) has been established by the Formatio partnership to support the formation and recruitment of future and recently-appointed headteachers. 

Founding member of Formatio, Mike Shorten, presented the concept of the NCLP, endorsed by the CES and Formatio, for each diocese to use a common framework to meet their own needs. The framework's writers come from Catholic teaching schools across the country, and at present the dioceses of Hexham and Newcastle, Leeds and Nottingham are at different stages of piloting the NCLP course.  

Anthony Kennedy (pictured) is Acting Head of School / Deputy Headteacher of English Martyrs' Catholic Primary School, which is part of Bishop Bewick Catholic Education Trust, in the Diocese of Hexham and Newcastle. Here he reflects on his experience with the NCLP:  

"As a school leader, I have been fortunate to attend several leadership courses and have been able to access a range of personal development opportunities.  Although each one has enabled me to grow as a leader, none of these have had the same impact on me as the NCLP.

"The facilitators of the course were exceptional, each bringing a wealth of experience and expertise in leadership within Catholic education. Rich discussion was encouraged, allowing us to share our own experiences while drawing on their extensive backgrounds.

"The cohort included a diverse group of leaders, each from different backgrounds and experiences but with a uniting belief in the Catholic faith. This diversity enriched our conversations and enabled us to learn not only from the facilitators but also from one another. Working with secondary colleagues within the cohort provided a different insight to leadership challenges outside of the primary phase. The relationships I built during this course have fostered a supportive network and friendships within our diocese, that I now regularly turn to for guidance and encouragement.

"What makes the NCLP different to any other professional development I have experienced, is that each aspect of leadership theory was rerouted to ensure the Catholic mission and ethos of our schools were embedded throughout each session.

"The course contains relevant and current issues in education, including inclusion, mental health and social justice. The project work allowed me to have a focus for development and put the theory into practice, applying learning to real-world challenges within my school.

"Additional opportunities within the course structure, such as the residential, provided priceless experience I will draw upon when going for future leadership positions. Working with experienced leaders across our Trusts and Diocese proved to be some of the best professional development I have experienced.

"Each session begins with time for prayer and reflection. As well as the theory and practical ideas taken from each session, it has also allowed me time for spiritual nourishment and time for myself away from the day-to-day role within school. It has served as a timely reminder of the vocation to Catholic leadership and puts Christ back at the centre of all we do.

"I am very grateful for the opportunity to have been part of the NCLP and I am sure that is has enhanced my leadership capabilities and deepened my understanding of what it means to lead within a Catholic school. I wholeheartedly recommend this program to my fellow Catholic leaders."

To find out more about the NCLP contact your diocesan education service or schools commission.

St Joseph’s is a voluntary aided Catholic primary school in the Archdiocese of Cardiff-Menevia, with around 500 pupils, 45% of whom have English as an additional language (EAL). 

Recognising the school’s efforts to welcome children from refugee and asylum seeker families, St Joseph’s became the city’s first Primary School of Sanctuary and was presented with the award by the Lord Mayor of Swansea. 

The journey began through the Lead Creative School initiative funded by the Welsh Government and Welsh Arts Council, which saw the pupils exploring 19th century Irish immigration to Wales. St Joseph’s Cathedral was built in order to provide for the faith of these new arrivals. 

Pupils’ artwork, including a sanctuary sculpture and song, were displayed in the Swansea Museum, Swansea University’s Taliesin Arts Centre, the Tate Modern in London, and in the Senedd. 

Previously, refugee parents would ask the headteacher how to access services and support, and with around 30 pupils from asylum seeker families eventually advice from the City of Sanctuary charity was sought. A dedicated Sanctuary Lead Teacher was appointed, staff were trained, and the governing body pledged support for School of Sanctuary status with annual progress reviews. 

St Joseph’s has developed EAL classes and offered volunteering opportunities to parents from asylum seeker and EAL backgrounds. Many of those who participated have gone on to gain refugee status and continued working in schools or entered training.   

The theme of sanctuary is woven into the curriculum, with class books and reading materials highlighting the issue, and pupils have explored refugee camps in Lebanon using virtual reality headsets. The school’s Enterprise Week activities also involve fundraising for charities including City of Sanctuary.

Additional support is provided for pupils with EAL and from asylum seeker backgrounds, such as laptops and class resources translated into their home languages. A Young Interpreters scheme sees fellow pupils trained and supervised by staff to act as a ‘buddy’ through the school day.

St Joseph’s pupils have also exhibited their School of Sanctuary class work in other schools, to help encourage more participation in the scheme. Following its successful Estyn inspection in February 2022, the school was asked to share good practice in creating a culture of inclusion that supports pupils’ well-being, encourages positive attitudes to learning and secures progress and achievement for all. 

The Bishop’s Conference of England and Wales last year published Love The Stranger, a set of guiding principles to inform a Catholic response to the issue of refugees and migrants. 

Read Love The Stranger

Hosted online on 13 September, Leeds Trinity University, one of four Catholic universities in England, brought together students, staff, academics, corporate sector business leaders and advocates for ethical leadership to discuss the values needed for a better global future.  

The discourse was rich and varied, ranging from how business can remain competitive without making profits more important than people, and to articulate why values still matter in today’s marketplace.

Jonathan Liu (pictured, second from right), Vice-Principal at London Churchill College, and author and lecturer Paul Palmarozza (pictured, right) highlighted that business can be done credibly while being mindful of respect for diversity, the human person, and dignity. This should also include key principles such as integrity, transparency and respect for cultural competencies needed to engage with a global world of business.

Dr Ann Marie Mealey (pictured, second from left), Director for Catholic Mission at Leeds Trinity University, stressed the need to revise subject benchmarks for business, to drive a deeper engagement for students across all levels of study beyond just acknowledging ethics in business. She said what is needed is a willingness on behalf of each and every person to study and to choose to be a certain kind of person. This will involve the need to develop values and virtues that guide decisions in business life and attest more deeply to the mission and purpose of the Catholic university, which is to promote the ‘authentic good of individuals and of human society as a whole’ (Ex Corde Ecclesiae, 7). 

She also showed examples of how High Learning Pay Off Assessments could be designed by lecturers to use in class and enable students to consider real world dilemmas in business they might face in future. 

Professor Charles Egbu (pictured, left), Vice-Chancellor of Leeds Trinity University, facilitated a discussion on how we might design and implement an ethical business strategy for Catholic universities today. Dr Neil Hawkes, Global advocate for ethical leadership and founder of the International Values-based Education Trust (IVET Foundation), joined from New Zealand to provide insights on global leadership which he has shared as a delegate at the United Nations. Leeds Trinity’s first Vice-Chancellor, Professor Freda Bridge, also participated in the debate.

The conference was led and organised by Dr Mealey, and supported administratively by the newly appointed Project Officer for the Directorate of Catholic Mission, Ms Sapna Chowdhury. 

Dr Mealey said: “We were really delighted about the level of the discussions that were had across a range of subject disciplines, faiths, and perspectives. There was a natural convergence regarding the need for people to freely choose to be a certain kind of person and to develop the virtues needed for a better business future overall.  

“We were sad that many of our delegates from the Philippines were unable to join us as they had been hit by a typhoon on the morning of the conference which affected their power supply. But it was a great reminder to us to stand in solidarity with the entire world and find other ways of sharing information, especially to colleagues in our Catholic schools in the global south as we are one human family in search of truth in every age. 

“As the Pope reminded everyone during his recent visit to KU Leuven, Catholic universities must not be ‘cathedrals in the desert’ but a critical space that dares to think.”