Coventry University is a diverse and exciting place to work and we share the enthusiasm of our staff and students to be the best at whatever they choose to do. As one of the City’s biggest employers, we offer some impressive benefits for our staff and are committed to delivering the very best opportunities. We have a comprehensive training, personal and professional development programme that provides our employees with the skills to enhance their performance in the workplace and grow in their careers. There are pension schemes, a generous holiday allowance and flexible working opportunities as well as lifestyle benefits including childcare vouchers, discounted membership to the £4 million sports and recreation centre and schemes such as Cycle to Work and the CU Car Share initiative.
View current job vacancies.
Access the central point of information for all staff across the University.
Check your assessments, access Solar and get course information.
Coventry University academic teaching year is made up of three 16 week-long teaching blocks. Here you will find information about term dates for both new and returning students as well as study break and end of semester dates for undergraduate and postgraduate students.
Your gateway to the right industry experts to help your business.
Use our dedicated team to access the knowledge, insights and innovative ideas of our academics, researchers and talented students.
On 17th January 2017, Professor Heaven Crawley she gave a seminar at London’s Refugee Law Initiative entitled Between conflict and survival: Unravelling the drivers of migration across the Mediterranean in 2015 which explored the use of categories to include and include certain group of migrants, and certain types of migration experiences, from the framework for international protection. The findings of the MEDMIG research confirm that there is often a complex and overlapping relationship between ‘forced’ and ‘economic’ drivers of migration to Europe.
Many of those who left their home countries primarily due to economic reasons effectively became refugees and were forced to move due to the situation in Libya and elsewhere. Others who decided to leave their homes due to conflict subsequently decided to move on again from countries such as Iran, Jordan, Lebanon and Turkey because they faced ongoing insecurities and/or discrimination or were unable to make a living or access healthcare and education.
In her seminar Heaven argued that the protracted and increasingly fragmented journeys made by refugees and migrants fundamentally challenges the ongoing focus on nationality as the basis for determining whether an individual or (or is not) in need of international protection. A podcast of Heaven’s seminar is available at http://rli.sas.ac.uk/resources/podcasts
This report presents an analysis of white working-class communities’ perspectives on belonging, change, identity, and immigration. Recent studies about the white working class focus on national politics, religion, and immigration; this study tells a national story from a grassroots perspective with an eye toward the prospects for cross-racial coalition building between working-class white communities and communities of color.
Collaborate to Train is a three-year project that will engage with over 250 local small businesses and support them to increase their involvement in the education and workforce training system.
Exceed in Coventry is a three-year project providing tailored help and support to over 1,300 Coventry residents, enabling them to progress into education, training, job search or employment.
ConnectMe is a three-year project supporting Coventry’s long term unemployed and economically inactive people. The project aims to make it easier for people who are experiencing barriers to employment to move into education, training or employment.
In July 2015, a legal duty came into force requiring that ‘specified authorities’, including schools and further education colleges, show ‘due regard to the need to prevent people from being drawn into terrorism’ – popularly referred to as the ‘Prevent duty’.
The report ‘What the Prevent duty means for schools and colleges in England: An analysis of educationalists’ experiences’, published 2 years after the introduction of the Prevent duty, seeks to get beyond the polarised public debate about the duty to explore the experiences of ‘front line’ education professionals.